国家认同对青少年学习投入的影响研究  

The Effect of National Identity on Adolescents' Engagement in Learning

作　　者：凌宇[1] 张玉[1] 王豪哲 陈雨凌 于淼[1] 钟明天[2,3] LING Yu;ZHANG Yu;WANG Hao-zhe;CHEN Yu-ling;YU Miao;ZHONG Ming-tian(Department of Psychology,Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410081,China;Center for Studies of Psychological Application,School of Psychology,Guangdong Key Laboratory of Mental Health and Cognitive Science,South China Normal University,Guangzhou 510631,China;Key Laboratory of Brain Cognition and Education Sciences(South China Normal University),Ministry of Education,Guangzhou 510631,China)

机构地区：[1]湖南师范大学心理学系,湖南师范大学认知与人类行为湖南省重点实验室,长沙410081 [2]华南师范大学心理应用研究中心,心理学院,心理健康与认知科学广东重点实验室,广州510631 [3]脑认知与教育科学教育部重点实验室(华南师范大学),广州510631

出　　处：《中国临床心理学杂志》2024年第1期26-31,共6页Chinese Journal of Clinical Psychology

基　　金：湖南省教育科学“十四五”规划课题——新时代青少年国家认同的心理发展机制及协同培育模式研究(XJK21AXL001)。

摘　　要：目的:探讨国家认同对青少年学习投入的影响,分析归属需求的中介作用与意向性自我调节的调节作用。方法:研究一采用单因素两水平的被试间实验设计,将202名中学生随机分为国家认同启动组和控制组,其中实验组观看中国国家形象英文宣传片,控制组观看海底风景视频;研究二招募1220名中学生完成学习投入量表、国家认同感问卷、归属需求量表和意向性自我调节量表。结果:国家认同启动组被试的学习投入水平显著高于国家认同控制组(t(200)=2.57,P<0.05,Cohen’s d=0.36),国家认同显著正向预测学习投入(β=0.14,t=4.69,P<0.001);归属需求在国家认同与学习投入间起中介作用(效应值=0.06,P<0.05);意向性自我调节能够调节中介模型的后半段(β=0.07,t=2.44,P<0.05)。结论:国家认同既直接影响青少年的学习投入,又通过归属需求间接影响学习投入,高水平的意向性自我调节可加强归属需求对青少年学习投入的影响。Objective:To explore the impact of national identity on adolescents' learning engagement,and analyze the mediating role of belongingness needs and the moderating role of intentional self-regulation.Methods:In study 1,with a one-way,two-level,between-subjects experimental design,202 middle school students were divided into the national identity initiation group and the national identity control group randomly,in which the initiation group watched an English-language propaganda film on China's national image,and the control group watched an undersea scenery video;in study 2,1,220 middle school students completed the Utrecht Work Engagement Scale-student,the National Identity Questionnaire,the Belongingness Needs Subscale of Basic Psychological Needs Scale(BPNS),and Questionnaire,Selection,Optimization,and Compensation(SOC).Results:Subjects in the national identity-initiated group had significantly higher levels of academic engagement than those in the national identity-control group(t(200)=2.57,P<0.05,Cohen's d=0.36),and national identity significantly and positively predicted adolescents' engagement in learning(β=0.14,t=4.69,P<0.001);Belongingness needs mediated the relationship between national identity and adolescents' academic engagement(effect size=0.06,P<0.05),and intentional self-regulation could regulate the second half of the mediation model(β=0.07,t=2.44,P<0.05).Conclusion:National identity can affect adolescents' academic engagement both directly and indirectly through belongingness needs,and high levels of intentional self-regulation can strengthen the effect of belongingness needs on adolescents' academic engagement.

关 键 词：国家认同 青少年 学习投入 归属需求 意向性自我调节 

分 类 号：R395.1[哲学宗教—心理学]