摘要
以498名高中生为研究对象,通过问卷调查法探讨高中生的自我妨碍与学习投入的关系,并考察学业浮力的中介作用以及父母支持的调节作用。测量工具包括自我妨碍量表、学习投入量表、学业浮力量表和父母自主支持量表。结果表明:(1)自我妨碍对学习投入有显著负向预测作用;(2)学业浮力在自我妨碍和学习投入的关系中起部分中介作用;(3)自我妨碍和学习投入的关系受到父母支持的调节。与低父母支持相比,在高父母支持的学生中,自我妨碍对学习投入有更强的负向预测作用。
Using questionnaires survey,the relation between self-handicapping and academic engagement was explored,and the mediating effect of academic buoyancy and the moderating effect of parental support were investigated among 498 high school students.The instruments included self-handicapping scale,academic engagement scale,academic buoyancy scale and parental support scale.The results showed that:1)self-handicapping had a significant negative prediction on academic engagement;2)the academic buoyancy played a mediating role in the relationship between self-handicapping and academic engagement;3)the relationship between selfhandicapping and academic engagement was moderated by parental support.Compared with the students who have lower parental support,self-handicapping was a stronger predictor of academic engagement among students who have higher parental support.
作者
贾绪计
李雅倩
蔡林
王庆瑾
林琳
JIA Xuji;LI Yaqian;CAI Lin;WANG Qingjin;LIN Lin(Key Research Base of Humanities and Social Sciences of the Ministry of Education,Academy of Psychology and Behavior,Tianjin Normal University,Tianjin 300387;Faculty of Psychology,Tianjin Normal University,Tianjin 300387;Tianjin Social Science Laboratory of Students’Mental Development and Learning,Tianjin 300387;Ideological and Political Theory Teaching Department,Sichuan Institute of Industrial Technology,Deyang 618000)
出处
《心理与行为研究》
CSSCI
北大核心
2020年第2期227-233,共7页
Studies of Psychology and Behavior
基金
全国教育科学“十三五”规划教育部重点课题(DBA180313)。
关键词
自我妨碍
学习投入
学业浮力
父母支持
self-handicapping
academic engagement
academic buoyancy
parental support.
作者简介
通讯作者:林琳,E-mail:linlin7766@163.com。
