사회적 지지, 긍정적 학업정서, 행복감 및 학교 참여 간의 관계: 한국과 중국 고등학생 비교

초록

This study was to examine the differences of Korean and Chinese high school students on social support, positive academic emotions, happiness, and school engagement, and to explore multi-group differences of these relations between Korean and Chinese students. The participants were 428 Korean and 427 Chinese high school students. Results were as followed. Firstly, there were significant differences in social support, positive academic emotions, happiness and school engagement between Korean and Chinese students. Chinese students' perceived positive academic emotions and school engagement were higher than those of Korean students. Secondly, for Korean and Chinese students, correlation analyses showed significant positive relations among social support, positive academic emotions, happiness and school engagement. Finally, structural equation model for Korean and Chinese students' perceived social support had a direct positive influence on school engagement. Furthermore, positive academic emotions and happiness played a multiple mediating role in the relation of students' perceived social support and school engagement. Implications and future directions for research were discussed.

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