责任感与高中生学习投入的关系:一个多重中介模型  

The Relationship between Sense of Responsibility and Academic Engagement in High School Students: A Multiple Mediator Model

作　　者：孙颖 徐异 燕良轼[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南 长沙 [2]湖南师范大学教育科学学院,湖南 长沙 湖南人文科技学院教育学院,湖南 娄底

出　　处：《心理学进展》2020年第3期367-375,共9页Advances in Psychology

基　　金：本研究受到湖南省研究生科研创新项目(CX20190384),国家社会科学基金项目(14BSH083)资助。

摘　　要：为探讨责任感、学习投入、公正世界信念以及自我效能感的关系,采用青少年个体责任感量表、学习投入量表、公正世界信念量表和积极心理资本问卷中的自我效能感分量表对951名高中生进行调查。结果表明:1) 责任感、学习投入、自我效能感与公正世界信念均存在显著正相关。2) 责任感可通过自我效能感和公正世界信念间接影响高中生学习投入。3) 自我效能感比公正世界信念在责任感与学习投入之间的中介作用效果更大。以上结果对提高高中生学习投入水平具有重要价值。To explore the relationship between responsibility, academic engagement, belief in a just world, and self-efficacy, by using the Personal Responsibility Scale, Utrecht Work Engagement Scale-student, Belief in a Just World Scale and the Self-Efficacy Scale in Positive Psychological Capital Questionnaire among 951 high school students, this research examined the multiple mediation effect of belief in a just world and self-efficacy for the relationship between personality responsibility and academic engagement. The results showed that: 1) belief in a just world and self-efficacy were significantly positively related to academic engagement and the sense of responsibility;2) belief in a just world and self-efficacy of high school students plays a parallel multiple-mediation role among the sense of responsibility and academic engagement;3) the self-efficacy plays a stronger mediate role between the sense of responsibility and academic engagement more than the belief in a just world.

关 键 词：责任感 学习投入 公正世界信念 自我效能感 

分 类 号：G63[文化科学—教育学]