Sustainability Education as a Predictor of Student Well-Being Through Mindfulness and Social Support: A Mediated Moderation Model

Yuanhai Gu (), Bo Sun, Jun He and Wenjuan Huang
Additional contact information
Yuanhai Gu: College of Education for the Future, Beijing Normal University, Zhuhai 519087, China
Bo Sun: College of Education for the Future, Beijing Normal University, Zhuhai 519087, China
Jun He: College of Education for the Future, Beijing Normal University, Zhuhai 519087, China
Wenjuan Huang: Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China

Sustainability, 2024, vol. 16, issue 23, 1-16

Abstract: The students of the world face well-being-related issues due to tight competition among the students of higher educational institutions. The existing research suggests that sustainability education is helpful to enhance student well-being. To explore this relationship, the present study assesses the direct relationships between sustainability education and mindfulness, mindfulness and student well-being, and social support and student well-being. Moreover, this research examines the mediating role of mindfulness in the relationship between sustainability education and student well-being. Additionally, this research checks the moderating role of social support between mindfulness and student well-being. Through a purposive sampling technique, cross-sectional data were collected from 413 students studying in Beijing, China. This study uses SPSS v23 and SmartPLS v4.0.8 for data analysis. The results of this study show that all the direct relationships remain significant. Similarly, mindfulness significantly mediates the relationship between sustainability education and student well-being. However, the moderating relationship of social support remains non-significant. This study provides a unique theoretical combination of mindfulness-to-meaning theory and social support theory to assess the relationship among sustainability education, mindfulness, social support, and student well-being in the context of university education in Beijing, China. This research provides actionable insights for academicians and policymakers to design sustainability-focused curricula to enhance student love for the environment, which facilitates mindfulness and well-being, in the presence of social support.

Keywords: sustainability education; mindfulness; social support; student well-being; mindfulness-to-meaning theory; social support theory (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/16/23/10508/pdf (application/pdf)
https://www.mdpi.com/2071-1050/16/23/10508/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:16:y:2024:i:23:p:10508-:d:1533516

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().