学校幸福感在中学生学业压力与学习投入之间的调节作用  

Secondary School Students' Academic Stress and Learning Engagement:The Mediating Effect of School Well-Being

作　　者：曹新美[1] 刘在花[2] 

机构地区：[1]北京教育学院校长研修学院,北京100110 [2]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》2017年第6期86-90,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：学习投入是学业成绩的重要预测指标,学业压力影响学习投入。以1167名中学生为被试,采用问卷调查法,考察了中学生学习投入现状以及学习投入与学校幸福感、学业压力之间的关系。结果发现:41.65%的中学生行为投入较低,37.19%的中学生学习投入较低;学校幸福感在中学生学业压力与学习投入之间发挥调节作用。在高幸福组中,学业压力对学习投入的影响更为敏感。研究为从学校幸福感入手,开展中学生学习投入的教育干预提供了启示。Learning engagement, a significant indicator used to predict academic performance, is affected by academic stress. This study, by using questionnaires to survey 1167 secondary school students, aims to explore secondary school students＇ learning engagement, as well as the relationship between their learning engagement and their school well-being or academic stress. The results show the following： A total of 41.65% of the students surveyed showed a low level of behavioral engagement; 37.19% of the students showed a low level of learning engagement; school well-being mediated between their academic stress and learning engagement; among the group of high-degree subject well-being, their academic stress had a more sensitive effect on their learning engagement. The study offers implications for educational interventions involving learning engagement, based on school well-being.

关 键 词：中学生 学业压力 学习投入 学校幸福感 调节作用 

分 类 号：B849[哲学宗教—应用心理学]