ArticleFrontiers in psychology2026
Research on the promotion mechanism of blended ideological and political courses on college students' psychological capital and happiness under the background of educational digitization.
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 1 paper.
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1 citing paper in PubMed.
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2 authors.
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Abstract
Background: With the advancement of educational digitalization, blended learning has become a dominant instructional approach in higher education. However, the psychological mechanisms through which blended learning promotes students' positive psychological outcomes remain insufficiently examined. Grounded in positive psychology and psychological capital theory, this study conceptualizes blended ideological and political courses as a potential positive psychological intervention and explores how blended learning experiences influence college students' psychological capital and subjective well-being. Methods: A cross-sectional survey was conducted among 368 undergraduate students enrolled in blended ideological and political courses at two Chinese universities. Validated instruments were used to assess perceived blended learning quality, learning engagement, psychological capital, and subjective well-being. Structural equation modeling and bootstrap mediation analyses were employed to test a chain mediation model. Results: Perceived blended learning quality significantly and positively predicted learning engagement, which in turn positively predicted psychological capital. Psychological capital was further positively associated with subjective well-being. Mediation analyses showed that learning engagement partially mediated the relationship between blended learning quality and psychological capital, while psychological capital partially mediated the relationship between learning engagement and well-being. A significant sequential mediation effect was also identified. Conclusion: This study reveals a psychological pathway through which blended learning experiences are transformed into psychological capital and enhanced well-being. The findings extend psychological capital theory in digital learning contexts and highlight learning engagement as a key psychological mechanism for promoting student well-being.
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