Linking life satisfaction and employability to student learning outcomes: moderating effect of collaborative learning

This study examines the combined effects of life satisfaction and employability on student learning outcomes, addressing a critical gap in existing research. Specifically, it explores how these factors interact to enhance academic performance, motivation, and career preparedness. By integrating Self-Determination Theory (SDT) and Social Cognitive Theory (SCT), this research develops a novel theoretical framework for understanding these dynamics within an educational context. Employing a purposive sampling method, this study focuses on junior and senior college students from management schools in eight coastal cities in China, recognizing that these students are at a pivotal stage in shaping their future careers. A total of 875 valid responses were collected, ensuring the robustness and reliability of the analysis. The findings indicate that both life satisfaction and employability play a significant role in enhancing learning outcomes by fostering intrinsic motivation and self-efficacy. Furthermore, this study underscores the mediating role of social capital and the moderating influence of collaborative learning, offering valuable insights into their impact on student engagement and academic success. These findings have important practical implications for educational strategies aimed at improving student engagement and performance in higher education settings. By adopting a comprehensive approach, this study provides critical insights for educators and policymakers striving to foster an academic environment that not only supports educational achievement but also promotes student well-being and long-term career development.