Learning Spirituality, Well-being and Organizational Citizenship Behavior on Learning Engagement with SDT
Keywords:
Learning Spirituality, Well-being, Organizational Citizenship Behavior, PLS-SEMAbstract
The current wave of higher education popularization in China has led to a significant increase in university enrollments, providing access to college education for a vast number of individuals. However, this educational expansion has inadvertently led to a decrease in the overall commitment to learning among certain university students. This study aims to explore the factors influencing university students' learning engagement from the perspectives of spiritual learning, well-being, and organizational citizenship behavior, and establish a relevant relationship model using structural equation modeling. The data gathered from a cohort of 540 university students in Henan, China, was analyzed utilizing partial least squares-structural equation modeling (PLS-SEM). The results show that there is a positive relationship between learning spirituality and happiness (β = .326, p = 4.912), a positive relationship between learning spirituality and organizational citizenship behavior (β = .429, p = 5.310), a positive relationship between learning spirituality and learning engagement (β = .627, p = 8.996), a positive relationship between happiness and college students' organizational citizenship behavior (β = .274, p = 4.111), and a positive relationship between happiness and learning engagement (β = .007, p = .154). There is also a positive relationship between organizational citizenship behavior and learning engagement (β = .265, p = 4.073). This research contributes to behavioral science knowledge about global mobility by applying Self-determination theory and provides a new perspective for a deeper understanding of the factors influencing college students' learning engagement but also offers useful insights for educational management and intervention. Further research can focus on the mechanisms underlying learning engagement among different groups, cultures, and regions, in order to comprehensively enhance college students' learning outcomes and learning experiences.
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