The purpose of this research is to clarify the structural relationship among the positive psychological capital, Social support, learning flow and Subjective well-being of Chinese adult learners. Exploring the impact of variables to improve adult's lifelong learning participation, and improve the quality of life.
In this study, Chinese adult learners were taken as subjects. A questionnaire method was used to randomly survey 1300 people. There were 314 invalid questionnaires and 986 questionnaires were tested using SPSS26.0 software.
Independent sample t-test and one-way ANOVA analysis were performed to analyze differences in adult demographic characteristics. Use Amos24.0 software to build and analyze the structural model to verify the path and media effects of the model.
The main research results are summarized as follows:
First, I analyzed differences by population characteristics. The positive psychological capital, Social support, and learning flow variables related to the Subjective well-being of Chinese adult learners show varying degrees of differences in gender, age, educational level, place of residence, and length of time involved in learning.
Second, the relationship between variables was analyzed. Positive psychological capital has a positive impact on learning flow and Subjective well-being. Social support has a positive impact on learning flow and Subjective well-being. learning flow has a positive impact on Subjective well-being.
Third, the mediating effect between variables was analyzed. The mediating effect between positive psychological capital and subjective well-being of Chinese adult learners is a separate mediating effect of learning engagement. The mediating effect between social support and subjective well-being is a separate mediating effect of learning engagement.