중국 예비 유아교사의 학업 스트레스가 행복감에 미치는 영향에서 긍정심리자본의 매개효과와 사회적 지지의 조절효과: Y대학을 중심으로

The Effects of Academic Stress on Happiness Among Chinese Pre-service Early Childhood Teachers: The Mediating Role of Positive Psychological Capital and the Moderating Role of Social Support - A Case Study of Y University

Objective: This study aims to examine the mediating and moderating effects of positive psychological capital and social support on the relationship between academic stress and happiness among Chinese pre-service early childhood teachers. Methods: A total of 453 Chinese preschool teachers participated in this study. Descriptive statistics and correlation analyses were conducted using SPSS 28.0. Mediation and moderation models were tested using Models 4 and 1 of the PROCESS macro version 3.5. Results: The mediating effect of positive psychological capital and the moderating effect of social support were found to be significant among Chinese preschool teachers. Specifically, high levels of social support moderated the relationshipbetween academic stress and happiness, while positive psychological capital mediated this relationship. Conclusion/Implications: It is recommended to focus on enhancing students' positive psychological capital and providing high-quality social support to prevent a sustained decline in happiness. Additionally, long-term initiatives aimed at strengthening students' psychological capital and building a strong social support network should be developed and implemented.