School Climate and Well-being of Secondary Vocational Students in China: A Moderated Mediation Model

Author:

Gao Shuyan1,Meng Wei Jie2

Affiliation:

1. School of Educational Science, and Institute for Education and Treatment of Problematic Youth, Ludong University, and Mental Health Education Center, Mudanjiang Normal University, People's Republic of China

2. School of Educational Science, and Institute for Education and Treatment of Problematic Youth, Ludong University, People's Republic of China

Abstract

To explore the impact mechanism of school climate on the well-being of secondary vocational students in China, we surveyed 1,427 secondary vocational students using the School Climate Scale, the PERMA-Profiler, the Chinese Positive Psychological Quality Scale for Primary and Secondary School Students, and the Parenting Styles Scale. The results showed that school climate, students' positive psychological quality, and well-being were all significantly and positively correlated with each other. Students' positive psychological quality partially mediated the relationship between school climate and their well-being. A positive parenting style moderated the relationship between positive psychological quality and well-being. The findings enhance understanding of the mechanisms underlying the relationship between school climate and well-being among secondary vocational students.

Publisher

Scientific Journal Publishers Ltd

Subject

Social Psychology

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1. Marketing and Consumer Behavior;Advances in Human Resources Management and Organizational Development;2023-09-11

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