ArticleFrontiers in psychology2026
Connecting moral leadership to work engagement in young and middle-aged Chinese university teachers.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Divergent generative AI pathways in higher education: a parallel mediation analysis of autonomous use and human-machine synergy.Frontiers in psychology · 2026Article
- When crisis awareness weakens rational evaluation: the conditional role of information quality in college English teachers' adoption of generative AI.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study explores the psychological mechanism linking moral leadership to the work engagement of young university teachers. Drawing on Self-determination Theory, we tested a model where professional identity-comprising efficacy, belonging, and values-mediates this relationship. Using questionnaire data from 285 teachers analyzed with structural equation modeling, we found moral leadership significantly enhanced all three dimensions of professional identity. While professional efficacy and values positively predicted work engagement, professional belonging did not show a direct impact. Most importantly, the results confirmed a complete mediation: the direct influence of moral leadership on work engagement was non-significant, indicating its effect is entirely channeled through professional identity. This research reveals the core path through which moral leadership operates in higher education, confirming that satisfying teachers' psychological needs via identity enhancement is key to fostering engagement, and providing clear implications for university management.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.