The Relationship between Campus Climate and Student Flourishing: A Mediation Model Parallel University Belonging
DOI:
https://doi.org/10.17977/um065.v6.i10.2026.1Keywords:
Campus climate, Flourishing, University belonging, University student, University student well beingAbstract
A study about students’ flourishing shows that not all students are in an optimal psychological condition. In the context of education, a high-quality campus environment is estimated to contribute to students' flourishing psychological experiences. This aims to test the role of university belonging as a mediator in the relationship between Campus climate and student flourishing. The research uses a quantitative, correlational mediation design with stratified random sampling to examine 460 students at a selected state university. Data were collected using the campus climate scale, the university belonging scale, and the flourishing scale. Data analysis was carried out using Pearson correlation and the PROCESS Hayes Model 4 mediation. Research results show that campus climate is positively and significantly related to flourishing (r = .434, p < .001) and university belonging (r = .623, p < .001). University belonging was also found to mediate a full connection between campus climate and flourishing (indirect effect = 0.427, 95% CI [0.347, 0.507]). At the level of dimensions, university support and acceptance show the strongest mediation, whereas social connectedness shows no significant mediation. Findings show that a high-quality campus environment plays a more significant role in fostering development when students feel accepted and appreciated and become part of the university community. Research confirms the importance of students' psychosocial experiences in explaining flourishing development in the context of educational attainment.
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