大学生专业满意度与学习投入的关系:自我调节学习能力的中介作用  

On Relationship of College Students' Professional Satisfaction and Academic Engagement:the Mediating Role of Self-regulated Learning Ability

作　　者：彭文波[1] 吕琳[1] 徐陶 

机构地区：[1]重庆师范大学应用心理学重点实验室,重庆401331 [2]四川外国语大学教务处,重庆400031

出　　处：《西南师范大学学报（自然科学版）》2017年第10期146-152,共7页Journal of Southwest China Normal University(Natural Science Edition)

基　　金：重庆市教委研究生教改项目重点课题(YJG142005);重庆师范大学教改项目(201405)

摘　　要：为把握大学生专业满意度、自我调节学习能力对学习投入的影响路径,探讨不同大学生群体学习投入心理模型的合理性与一致性,采用标准化的问卷对1 360名大学生进行调查.结果显示:大学生学习投入总体较好,但是存在主观评价与行为实践层面的分化;专业满意度、自我调节学习能力均与学习投入的正相关有显著统计学意义,自我调节学习能力在专业满意度与学习投入之间起完全中介作用;不同性别、年级、专业类型的大学生学习投入模型上具有一致性.This study tried to explore the relationship of college students＇ professional satisfaction,academic engagement,and self-regulated ability,build the mental model and verify the consistency.A total of1360 college students were surveyed with the standardized questionnaires.The results show that 1）there were significant positive correlation among the college students＇ professional satisfaction,self-regulated ability and academic engagement＇s three dimensions（focused,challenging and dynamic）;2）self-regulated ability played a completely mediating role between professional satisfaction and academic engagement;3）the mediation model of academic engagement could be consistent in different groups（gender,grade,and professional type）.

关 键 词：学习投入 专业满意度 自我调节学习能力 中介效应 

分 类 号：G442[哲学宗教—心理学]