摘要
目的:探讨学业自我概念、学业情绪对学习投入的影响机制,并探究三者间的关系是否存在学科差异。方法:采用学业自我概念量表、学业情绪量表和学习投入量表对1782名大学生进行为期一学年的追踪。结果:①学业自我概念不能直接影响学习投入(P>0.05),而是通过学业情绪的中介作用间接影响学习投入,其中T1、T2积极学业情绪的中介效应量为0.31;T1、T2消极学业情绪的中介效应量为0.12;②学业自我概念、学业情绪与学习投入的动态关系部分支持了学科间一致性的假设,仅有部分路径存在细微差异。结论:学业情绪在学业自我概念与学习投入间存在多重中介作用,这一结果支持并强调了学业自我概念和学业情绪在大学生学习投入发展中的重要作用,对于促进学生学习投入发展以及学业情绪的调整具有一定的理论和现实意义。
Objective:To explore the influence mechanism of academic self-concept and academic emotion on student engagement,and to explore whether there are discipline differences in the relationship among the three.Methods:A total of 1782 college students were followed up for one academic year.The students completed the academic self-concept scale,academic emotion scale,and student engagement scale.Results:①Academic self-concept could not directly affect student engagement(P>0.05),but indirectly affected student engagement through the role of academic emotion,The mediating effect size of positive academic emotion at T1 and T2 was 0.31;The mediating effect size of negative academic emotion at T1 and T2 was 0.12.②The dynamic relationship between academic self-concept,academic emotions,and student engagement partially supports the hypothesis of inter-disciplinary consistency,with only slight differences observed in some pathways.Conclusion:The multiple mediating effects of academic emotion between academic self-concept and student engagement support and emphasize the important role of academic self-concept and academic emotion in the development of college students'student engagement.It has certain theoretical and practical significance for promoting the development of student's student engagement and improving academic emotions.
作者
张克顺
江润杰
ZHANG Keshun;JIANG Runjie(Normal College,Qingdao University,Qingdao 266071,China)
出处
《中国健康心理学杂志》
2024年第7期1088-1094,共7页
China Journal of Health Psychology
基金
2021-2024年度国家社会科学基金一般项目(编号:21BSH098)
上海市科技计划项目资助(编号:20dz2260300)
中央高校基本科研业务费专项资金。
关键词
学习投入
学业自我概念
学业情绪
大学生
Student engagement
Academic self-concept
Academic emotion
College students
