The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

Abstract

The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of higher education students. In this study, a total of 1,007 students were sampled from 8 Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character teaching behaviors and social support on PB, using the SSC as an intrinsic motivation. In addition, the results of the study revealed that SSC, perceived teacher character teaching behaviors and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly, but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character teaching behaviors and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students in order to meet their basic psychological needs and thus promote the production of PB.

Загрози Формуванню Просоціальної Активності Студентів: Вплив Інформаційно-Комунікаційних Технологій

“…Серед українських дослідників даному питанню приділяли увагу Ю. Чалюк [3], Г. Чуйко, Я. Чаплак і М. Комісарик [4], а в зарубіжному експертному середовищі ця проблематика перебувала у фокусі досліджень таких науковців як Н. Су та С.-П. Ванг [12], Г. Дженкінс [7], С. Діксон [6], С. Палмер [8], К. Сіміллер і М. Грейс [11] тощо. Однак, актуальність обраної теми потребує постійного розширення досліджень, котрі могли б висвітлити загрози, що виникають у процесі використання студентами інформаційно-комунікаційних технологій, одночасно ускладнюючи формування їх просоціальної активності.…”

Covid-19 팬데믹 기간 동안 온라인 악기 교육이 요르단 대학교 음악 학생들의 인식된 학습 성과에 미친 영향: 행동적 접근

“…As Martin notes, "positive interpersonal relationships have been proposed as a buffer against stress and risk, instrumental help for tasks, emotional support in daily life, companionship in shared activities, and a basis for social and emotional development" (Martin, 2014, p. 10). Research has proven the salient effect of interpersonal relationships on students' motivation and academic success (Su & Wang, 2022;Wu, Jiang, Liu, Konorova & Yang, 2022).…”

Academic Engagement: A Bibliometric Analysis in Scientific Production

“…Social support and positive integration promote a sense of belonging, which in turn nurtures academic engagement (Henderson et al, 2023). Teachers can foster social relationships by creating an inclusive environment, promoting collaboration between students, and stablishing an open communication (Su & Wang, 2022).…”