学习价值观对中学生学习投入影响的多重中介模型研究  被引量:14

The Impact of High School Students' Academic Values on Their Learning Engagement:A Multiple Mediator Model

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作  者:刘在花[1] HU Zaihua(Research Department of Moral Education,Psychology and Special Education, National Institute of Education Sciences,Beijing,100088)

机构地区:[1]中国教育科学研究院德育与心理特教研究所,北京100088

出  处:《中国特殊教育》2019年第1期84-88,共5页Chinese Journal of Special Education

基  金:全国教育科学"十三五"规划2016年度教育部重点课题"流动儿童学习投入现状;产生机制及干预研究"(课题批准号:DBA160253)成果

摘  要:以1210名初一至高三学生为被试,采用问卷调查法,考察了中学生学习价值观、学习乐观、学业自我效能感与学习投入之间的关系。结果发现:学习价值观、学习乐观、学业自我效能感与学习投入的相关显著;学习价值观影响中学生学习乐观水平和自我效能感的高低,并通过学习乐观和学业自我效能感的链式中介作用影响中学生学习投入。This study,based on a survey of 1210 high school students with a questionnaire,aims to explore the relationship between high school students'academic values,learning optimism,academic self-efficacy,and learning engagement.The results show the following:The students'academic values,learning optimism,and academic self-efficacy were significantly correlated with their learning engagement;and their academic values affected their learning optimism and academic self-efficacy,and through the chain mediating effects of their learning optimism and academic self-efficacy,affected their learning engagement.

关 键 词:学习价值观 学习乐观 学业自我效能感 学习投入 

分 类 号:G442[哲学宗教—心理学]

 

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