ArticleFrontiers in public health2026
The impact of online learning community participation on college students' psychological capital: the mediating role of academic identity and the moderating role of psychological resource transformation.
Article in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It has been retracted, and should not be counted. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Corrections and comments
- Retracted
Authors and funding
3 authors.
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Abstract
Background: In the era of rapid digital development, online learning communities have become crucial platforms for college students to acquire knowledge and social support. However, systematic evidence remains lacking regarding whether and how these communities can enhance psychological capital. Methods: This study investigates the mechanism by which online learning community participation influences psychological capital among college students, introducing academic identity as a mediating variable and psychological resource transformation as a moderating variable. Through data analysis of 644 college students, methods including Pearson correlation analysis, regression analysis, Bootstrap sampling, and moderating effect testing were employed. Results: The following conclusions were drawn: First, online learning community participation significantly positively affects psychological capital ( Conclusion: This study clarifies the chain mechanism and boundary conditions of "online learning community participation → academic identity → psychological capital," providing empirical evidence for universities to optimize online learning community design and implement a dual-intervention approach combining "psychological resource transformation training and academic identity cultivation."
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