PDF

Published

2024-11-04

Issue

Vol. 9 No. 10 (2024): Published

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Zheng, J., & Wang, H.-P. (2024). Perceived positive teacher leadership and academic performance among university students in Zhejiang Province: The chain mediation of gratitude and subjective well-being. Environment and Social Psychology, 9(10). https://doi.org/10.59429/esp.v9i10.3078

Perceived positive teacher leadership and academic performance among university students in Zhejiang Province: The chain mediation of gratitude and subjective well-being

Junpeng Zheng

1 DhurakijPundit University, 110/1-4 Prachachuen Rd., Laksi, Bangkok, 10210, Thailand 2 Ningbo University, Ningbo City, Zhejiang, 315211, China

Hsuan-Po Wang

Ningbo University, Ningbo City, Zhejiang, 315211, China


DOI: https://doi.org/10.59429/esp.v9i10.3078


Keywords: perceived positive teacher leadership, gratitude, subjective well-being, academic performance, university students

Abstract

This study investigates the relationship between perceived positive teacher leadership and academic performance among university students in Zhejiang Province, focusing on the mediating roles of gratitude and subjective well-being. A survey of 678 university students was conducted using the Positive Teacher Leadership Scale, Gratitude Scale, Subjective Well-Being Scale, and Academic Performance Scale. Results revealed that perceived positive teacher leadership positively correlates with gratitude, subjective well-being, and academic performance. Additionally, gratitude and subjective well-being mediate the relationship between teacher leadership and academic performance. The findings suggest that positive teacher leadership influences academic performance both directly and indirectly through gratitude and subjective well-being.

References

[1]. Wang, Yanfei, Yunjian Li, & Yuexin Huang. (2011). Research on the relationship between psychological capital, achievement goal orientation and academic achievement of college students. Higher Education Exploration (6), 10.https://doi.org/10.3969/j.issn.1673-9760.2011.06.025

[2]. Winne, P. H., & Nesbit, J. C. (2010). The psychology of academic achievement. Annual Review of Psychology, 61, 653-678. https://doi.org/10.1146/annurev.psych.093008.100348

[3]. Zhejiang Daily (2023). Zhejiang higher education, how to fight a good breakthrough war.https://baijiahao.baidu.com/s?id=1760145577275501076&wfr=spider&for=pc

[4]. Goldman Schuyler, K. (2021). Senge, Peter:“Everything That We Do Is About Shifting the Capability for Collective Action...”. In The palgrave handbook of organizational change thinkers (pp. 1569-1586). Cham: Springer International Publishing.https://www.sci-hub.ee/10.1007/978-3-030-38324-4

[5]. Lv Xiuqing. (2016). Research on the construction of remedial teaching support system with positive leadership.School Administrators, (103).https://doi.org/10.3966/160683002016050103002

[6]. Su Xiaoting (2017). College student perception teachers are leading the relationship between student mindfulness and its happiness [doctoral thesis, National Taipei University of Education]. Master and doctoral thesis network.https://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22105NTPT0576007%22.&searchmode=basic

[7]. Xie Chuanchong, Zeng Wenjian, and Ma Yuting (2019). A study on the influence of positive leadership on Students' self-esteem. Educational Administration Forum, 11 (1), 73-94. https://doi.org/U0016-0401201816014976

[8]. Benito, A., Canteri, K., Grimley, M., Khanka, S., Lajud, D. C., Moreno, M. A., Morley, S., Paul, N., & Vasu, T. (2018). Introducing positive leadership in the teaching & learning process of higher education. International Journal of Arts and Social Science, 1(2), 33-42. https://www.ijassjournal.com/2018/V1I2/384657230.pdf

[9]. Blanch, J., Gil, F., Antino, M., & Rodríguez, M. A. (2016). Positive leadership models: theoretical framework and research. Psychologist Papers, 37(3), 170-176. https://www.redalyc.org/pdf/778/77847916003_2.pdf

[10]. Sun Jianmin, & Jiang Kaifeng. (2009). Structure of organizational identity in a Chinese context——an exploratory study. Sociological Research, (1),184-216.https://doi.org/10.19934/j.cnki.shxyj.2009.01.008

[11]. Datu, J. A. D., & Yuen, M. (2020). Students’ connectedness is linked to higher gratitude and self-efficacy outcomes. Children and Youth Services Review, 116, Article e105210. https://doi.org/10.1016/j.childyouth.2020.105210

[12]. Liang Hongyu, Chen Shi, Xiong Hongxing, Sun Shuzhen, Li Fang, & Zheng Xue. (2015). Interpersonal gratitude: an important positive emotion in social interaction. Advances in Psychological Science, 23(3),479.https://doi.org/CNKI:SUN:XLXD.0.2015-03-012.

[13]. Zhong Peihan, Ding Xueqin, and Chen Baiqing (2020). Chinese primary school students 'perception teachers are positive influence on students' academic optimism: students' gratitude as the intermediary change. Education study record, (44), 1-41. https://doi.org/ 10.6479/JE

[14]. King, R. B., & Datu, J. A. D. (2018). Grateful students are motivated, engaged and successful in school: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 70, 105-122. https://doi.org/10.1016/j.jsp.2018.08.001

[15]. Fredrickson, B. L., & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological science, 13(2), 172-175.https://doi.org/10.1111/1467-9280.00431

[16]. Wen Chao, Zhang Wei, Li Dongping, Yu Chengfu, & Dai Weizhu. (2010). The relationship between gratitude and academic achievement in junior high school students: the intermediary role of learning engagement. Psychological development and education, (6),598-605.https://doi.org/10.16187/j.cnki.issn1001-4918.2010.06.013

[17]. Lin Lixi, Liu Xiaoyi, Dong Wenli and Mu Shoukuan (2023). The relationship between well-being and academic achievement among Chinese adolescents - a potential profile analysis based on PISA2018 data. Psychological Progress, 13 (3), 697-708. https://doi.org/10.12677/AP.2023.133085

[18]. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542

[19]. Kelloway, E. K., Weigand, H., McKee, M. C., & Das, H. (2013). Positive leadership and employee well-being. Journal of Leadership & Organizational Studies, 20(1), 107-117. https://doi.org/10.1177/15480518124658

[20]. Bizumic, B., Duckitt, J., Popadic, D., Dru, V., & Krauss, S. (2009). A cross‐cultural investigation into a reconceptualization of ethnocentrism. European Journal of Social Psychology, 39(6), 871-899. https://doi.org/10.1002/ejsp.589

[21]. Bücker, L., Bierbrodt, J., Hand, I., Wittekind, C., & Moritz, S. (2018). Effects of a depression-focused internet intervention in slot machine gamblers: a randomized controlled trial. PloS one, 13(6), e0198859.

[22]. Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, Article e1994. https://doi.org/10.3389/fpsyg.2015.01994

[23]. Krejtz, I., Nezlek, J. B., Michnicka, A., Holas, P., & Rusanowska, M. (2016). Counting one’s blessings can reduce the impact of daily stress. Journal of Happiness Studies, 17, 25-39. https://doi.org/10.1007/s10902-014-9578-4

[24]. Jiang, H., Sun, P., Liu, Y., & Pan, M. (2016). Gratitude and late adolescents’ school well-being: The mediating role of materialism. Social Indicators Research, 127, 1363-1376. https://doi.org/10.1007/s11205-015-1007-5

[25]. Akar Vural, R., Dönmez, B., Güven, H., & Gündogdu, K. (2020). A Cross Sectional Study of Eighth Graders’ Sense of School Belonging, Subjective Well-Being, and Academic Achievement. Bulletin of Education and Research, 42(3), 93-116. https://files.eric.ed.gov/fulltext/EJ1291077.pdf

[26]. Li Xinmin. (2010). Design of forward psychology teaching activities. Li wen wen hua shi ye gu fen you xian gong si.

[27]. Diener, E. D. . (1995). A value based index for measuring national quality of life. Social Indicators Research, 36(2), 107-127.https://doi.org/10.1007/BF01079721

[28]. Chien, C. L. , Chen, P. L. , Chu, P. J. , Wu, H. Y. , & Hsu, S. C. . (2020). The chinese version of the subjective happiness scale: validation and convergence with multidimensional measures. Journal of Psychoeducational Assessment, 38(2), 222-235. https://doi.org/10.1177/0734282919837403

[29]. Valckx, J., Vanderlinde, R., & Devos, G. (2020). Departmental PLCs in secondary schools: the importance of transformational leadership, teacher autonomy, and teachers’ self-efficacy. Educational Studies, 46(3), 282-301.https://doi.org/10.1080/03055698.2019.1584851

[30]. Kelloway, E. K., Weigand, H., McKee, M. C., & Das, H. (2013). Positive leadership and employee well-being. Journal of Leadership & Organizational Studies, 20(1), 107-117. https://doi.org/10.1177/15480518124658

[31]. Goddard, R. D., Bailes, L. P., & Kim, M. (2021). Principal efficacy beliefs for instructional leadership and their relation to teachers’ sense of collective efficacy and student achievement. Leadership and policy in schools, 20(3), 472-493.https://doi.org/10.1080/15700763.2019.1696369

[32]. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218

[33]. Zhang Ping, Tu Cuiping, Zhang Lange, & Fu Fang. (2024). The relationship between college students' gratitude and academic burnout. Chinese Mental Health Journal/Zhongguo Xinli Weisheng Zazhi,38(1).

[34]. Fu Qiaoqiao. (2024). Cross-lag analysis of gratitude, prosocial behavior and negative behavior. Psychology Monthly (10), 83-86. https://doi.org/10.19738/j.cnki.psy.2024.10.021.10.19738/j.cnki.psy.2024.10.021

[35]. Jingwa, L. I. (2019). A case of positive teacher-leadership: Positive deviance in a Canadian high school (Doctoral dissertation, University of Saskatchewan).https://core.ac.uk/download/pdf/228344043.pdf



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com