军校大学生学业压力、学业自我效能感与学习投入:交互效应与中介效应  

Cadets' Perceived Academic Stress,Academic Self-efficacy,and Study Engagement:Examining the Moderating and Mediating Effects

作　　者：朱海腾[1] 姚小雪[2] 

机构地区：[1]解放军陆军军官学院军队思想政治教育系,合肥230031 [2]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《心理技术与应用》2015年第8期35-41,共7页Psychology(Techniques and Applications)

基　　金：解放军陆军军官学院2015年度政工研究基金项目(ZGYJJJ20150308)

摘　　要：为探讨学业压力、学业自我效能感对学习投入的影响及其交互、中介效应,对463名军校大学生进行问卷调查,构建结构方程模型分析数据。结果发现:(1)军校大学生的学业压力对学习投入预测力不显著,而学业自我效能感显著正向预测学习投入;(2)军校大学生的学业压力负向调节了学业自我效能感与学习投入的关系,即随着学业压力的升高,学业自我效能感对学习投入的影响力逐渐减弱;(3)入世出世心理中的拼搏精神在学业自我效能感对军校大学生学习投入的影响过程中起中介作用。本研究结果为学校背景下要求、资源和投入之间的关系提供了新的证据,对军校大学生的教育实践具有一定借鉴意义。This paper aims at exploring the impact of perceived academic stress and academic self-efficacy on cadets＇ study en- gagement as well as the moderating and mediating effects within. A total of 463 cadets participated in the investigation and each filled out a questionnaire. Structural equation modeling technique was applied to analyze the data. The results are as follows ： （ 1 ） Cadets＇ academic self-efficacy poses a positive influence on study engagement, while perceived academic stress fails to predict study engagement directly. （2） Perceived academic stress negatively moderates the academic self-efficacy＇s impact on cadets＇ study engagement, that is, academic self-efficacy becomes weakly predictive of study engagement as the perception of academic stress rises. （3） The spirit of striving （a dimension of ＂going into and leaving the world＂） partly mediates the relation between academic self-efficacy＇s and study engagement. The current study presents fresh evidence on the relation among demands, re- sources and engagement in a school context, which is instrumental in guiding the education practice in military academies.

关 键 词：学业压力 学业自我效能感 学习投入 军校大学生 

分 类 号：B842.3[哲学宗教—基础心理学]