ArticleFrontiers in psychology2025
The impact of aesthetic education on university students' psychological wellbeing: exploring mediating and moderating effects.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Visual art experience and psychological distress among university students: parallel indirect effects through presence and search for meaning.Frontiers in public health · 2026Article
- Personality traits and adolescent anxiety: serial mediating roles of Red music cultural identification and self-identity.Frontiers in psychology · 2026Article
- How aesthetic education enhances psychological resilience: the mediating role of emotion regulation.Frontiers in psychology · 2026Article
- Can heightened aesthetic sensitivity in music promote empathy?-A pre- and post-test multilevel linear model of an 8-week music aesthetic education course intervention.Frontiers in psychology · 2026Article
- Physical exercise-induced mental health benefits in future physicians: a dual-chain mediation of peer support and professional identity formation.Frontiers in psychology · 2025Article
- Red musical identity and subjective wellbeing: a longitudinal study of the chain mediating roles of awe and prosocial behavior.Frontiers in psychology · 2025Article
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Abstract
With rising psychological concerns among college students, educators and scholars are increasingly emphasizing mental health. As a key component of university curricula, aesthetic education plays a significant role in enhancing the psychological wellbeing of college students. Grounded in Self-Determination Theory (SDT), which focuses on three fundamental psychological needs-autonomy, competence, and relatedness-this study explores how aesthetic education influences the psychological well-being of university students. Specifically, aesthetic education fosters autonomy through self-expression, enhances competence by promoting creative development, and nurtures relatedness by facilitating social interaction in collaborative artistic activities. The study examines the mediating role of basic psychological needs and the moderating effects of gender and age. A total of 513 college students from China were surveyed using convenience sampling. Descriptive statistics, correlation analysis, hierarchical regression and mediation analysis were conducted using SPSS 26.0 to assess key variables, including aesthetic education, basic psychological needs, and psychological well-being. The results reveal significant positive correlations between aesthetic education, students' psychological wellbeing, and the fulfillment of basic psychological needs. Furthermore, aesthetic education significantly predicts the psychological well-being, with the satisfaction of basic psychological needs partially mediating this relationship. Gender and age were found to moderate the relationship between aesthetic education and psychological wellbeing to varying extents. These findings elucidate important associational pathways between aesthetic education, college students' psychological wellbeing, and the satisfaction of basic psychological needs, contributing both to the understanding of SDT and to practical applications in the context of university-level aesthetic education.
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