School climate and well-being of secondary vocational students in China: A moderated mediation model

Authors

  • Shuyan Gao

    School of Educational Science, and Institute for Education and Treatment of Problematic Youth, Ludong University, and Mental Health Education Center, Mudanjiang Normal University

  • Wei Jie Meng

    School of Educational Science, and Institute for Education and Treatment of Problematic Youth, Ludong University

DOI:
https://doi.org/10.2224/sbp.12260
Keywords:
school climate, well-being, positive psychological quality, positive parenting style, secondary vocational students
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.

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Published
2023-07-05
Issue
Vol. 51 No. 7 (2023)
Section
Articles
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