主动性人格对学习投入的影响:领悟社会支持和积极情绪的链式中介作用  

The Influence of Proactive Personality on Learning Engagement: The Chain Mediating Effect of Perceived Social Support and Positive Emotions

作　　者：鲍旭辉 黄杰[2] 李娜 李健军 李亚红 BAO Xuhui;HUANG Jie;LI Na;LI Jianjun;LI Yahong(School of Education,South-Central Minzu University,Wuhan 430074;School of Education,Hunan First Normal University,Changsha 410205)

机构地区：[1]中南民族大学教育学院,武汉430074 [2]湖南第一师范学院教育学院,长沙410205

出　　处：《心理与行为研究》2022年第4期508-514,共7页Studies of Psychology and Behavior

基　　金：中南民族大学中央高校基本科研业务费专项资金项目(CSQ18026)。

摘　　要：基于资源保存理论,采用主动性人格量表、领悟社会支持量表、正性-负性情绪量表和学习投入量表对544名在校大学生进行问卷调查,通过结构方程建模来考察主动性人格、领悟社会支持和积极情绪对学习投入的影响。结果发现,主动性人格、领悟社会支持和积极情绪均能够正向预测学生学习投入;领悟社会支持和积极情绪在主动性人格对学习投入的影响中起到链式中介作用。Based on the conservation of resources theory, this study adopted the Proactive Personality Scale, Perceived Social Support Scale, Positive Affect and Negative Affect Scale, and Learning Engagement Scale to examine the effects of proactive personality,perceived social support, and positive emotion on learning engagement. Five hundred and forty-four college students participated in the study. The results of structural equation modeling showed that proactive personality, perceived social support and positive emotion positively predicted students’ learning engagement. Perceived social support and positive emotion played a chain mediation role between proactive personality and learning engagement.

关 键 词：主动性人格 学习投入 领悟社会支持 积极情绪 

分 类 号：B844[哲学宗教—发展与教育心理学]