自主支持环境与中学生坚毅品质:一个有调节的中介模型  

The Relationship Between Autonomous Support Environment and Grit Quality of Middle School Students:a Moderated Mediator Model

作　　者：黎晓娜[1] 郭小艳[1] 李晓华 周宗奎[2] LI Xiaona;GUO Xiaoyan;LI Xiaohua;ZHOU Zongkui(School of Education and Physical Education,Longdong University,Qingyang 745000;School of Psychology,Central China Normal University,Wuhan 430079)

机构地区：[1]陇东学院教育与体育学院,庆阳745000 [2]华中师范大学心理学院,武汉430079

出　　处：《教育研究与实验》2023年第2期102-111,共10页Educational Research and Experiment

基　　金：甘肃省教育科学培育项目“自主支持环境下中学生坚毅品质的养成机制及干预”(GS[2022]GHBPYY08)的研究成果。

摘　　要：本研究采用青少年坚毅自陈量表、自主支持问卷等工具对1191名中学生进行测量。结果显示:(1)自主支持环境对中学生坚毅品质有积极影响;(2)成长型思维与自我效能感共同中介了这一影响过程;(3)内控归因调节成长型思维在自主支持环境与坚毅品质中介效应的前半路径;(4)内控归因调节自我效能感在自主支持环境与坚毅品质中介效应的前半路径。研究结果不仅有利于理解自主支持环境对坚毅品质影响的机制及条件,而且对受教育者积极品质培育具有重要启示意义。In this study,1191 middle school students were measured using Adolescent Grit Self-Presentation Scale and the Autonomous Support Questionnaire.The results showed that:(1)the autonomous support environment had a positive effect on middle school students'grit quality;(2)growth mindset and self-efficacy jointly mediated this influence process;(3)internal control attributions moderated the first half of the pathway of growth mindset in mediating the effect of autonomous support environment and grit quality;(4)internal control attributions moderated the first half pathway of self-efficacy in mediating the effect of autonomous support environment and grit quality.The research results are not only conducive to understanding the mechanism and conditions of the influence of autonomous support environment on grit quality,but also have important implications for the cultivation of positive quality among students.

关 键 词：中学生坚毅品质 自主支持环境 成长型思维 自我效能感 内控归因 

分 类 号：G444[哲学宗教—心理学]