Perceived social support and college student engagement: moderating effects of a grateful disposition on the satisfaction of basic psychological needs as a mediator

Abstract

Background Previous research has examined the role of support provided by the workplace in promoting employee engagement. This study aimed to extend this research to the academic environment by testing a proposed model of the relationship between perceived social support and student engagement and its underlying mechanisms, with the latter involving the satisfaction of basic psychological needs and a grateful disposition. Methods A total of 622 Chinese college students were selected by convenience sampling. I adopted the Perceived Social Support Scale, Basic Needs Satisfaction in General Scale, Gratitude Questionnaire, and Utrecht Work Engagement Scale-Student to collect their responses. The data were analyzed by using a moderated mediation model with SPSS and the Process 4.0 macro. Results The results showed that the satisfaction of basic psychological needs played a mediating role in the association between perceived social support and student engagement, while a grateful disposition played a moderating role. The moderating mediation model further revealed that this effect was more robust for students with a higher grateful disposition than for those with a lower level. Conclusion Perceived social support can significantly and positively predict student engagement through the satisfaction of their basic psychological needs. Students with a high grateful disposition benefit more than those with a low grateful disposition from using social support, as well as can use the received social support fully in order to meet their psychological needs and promote academic engagement.

Behavioral Risk Factors Clusters and their Associations with Self-Reported Burdens Among University Students in Finland

“…In connection with links between sociodeomgraphics and social support on the one hand and burdens on the other, across the current sample, higher social support was signi cantly negatively associated with all the four burden components that were examined. Our ndings support other research, where higher social support is viewed as a protective factor that can alleviate the burdens encountered in various aspects of life, and relieve emotional strains and stress [70] that are related to academic life and 'Studies' [71][72][73], basic 'Needs' [74] and 'Relationships' [75].…”

Assessment of predictors of satisfaction with life in pre-service teacher education students

“…Por otro lado, la teoría de la autodeterminación y la teoría de las necesidades psicológicas básicas confluyen en que la interacción entre las personas y su entorno es un factor esencial en el desarrollo de las personas, especialmente porque cuando el entorno externo satisface sus necesidades psicológicas básicas, su bienestar y crecimiento pueden mejorar. (18) Por tanto, el apoyo social percibido y la satisfacción de las necesidades psicológicas básicas pueden influir en su nivel de compromiso con las actividades que realizan. (19) Entonces, en la confrontación de situaciones difíciles o estresantes, la presencia de personas de confianza a quienes podamos expresar nuestras emociones, problemas y dificultades desempeña un papel crucial.…”

The association between social support provision, psychological capital, subjective well-being and sense of indebtedness among undergraduates with low socioeconomic status

“…Social support consists of receipt and provision in the interpersonal exchange process [ 1 ]. Many studies have explored and verified the effect of social support that is received (or perceived), such as health [ 2 ], positive feelings [ 3 ], mental health [ 4 ], engagement [ 5 ], well-being [ 6 ], the positive effect of social support provision is not fully explored. Existing studies have mainly focused on the impact of the elderly’s social support provision on physical health [ 7 ] and longevity [ 8 ], and less attention has been paid to the positive impact of social support provision on youth groups, such as psychological capital and subjective well-being.…”