初三学生好奇心对主观学业负担的影响:有调节的中介模型

The Influence of Curiosity on Students’ Subjective Academic Burden in Junior Middle School Grade Three:A Moderating Mediating Model

本研究探讨初三学生好奇心对主观学业负担影响的内部机制。研究采用好奇心问卷、课堂满意度问卷和主观学业负担问卷,对初三学生进行问卷调查,有效被试7728人。以好奇心为自变量,主观学业负担为因变量,课堂满意度为中介变量,性别为调节变量构建有调节的中介模型。结果表明:(1)好奇心对主观学业负担的直接效应显著且通过课堂满意度对主观学业负担的间接效应显著,课堂满意度在好奇心与主观学业负担间具有部分中介作用;(2)好奇心影响主观学业负担的有调节的中介模型成立,性别可以调节"好奇心-课堂满意度-主观学业负担"的前半路径和后半路径。

In order to explore the internal mechanism of the influence of junior high school students ’ curiosity on their subjective academic burden. The research uses curiosity questionnaire,classroom satisfaction questionnaire and subjective academic burden questionnaire to conduct a questionnaire survey on junior high school students of grade 3,with 7,728 valid subjects. With curiosity as the independent variable,subjective academic burden as the dependent variable,classroom satisfaction as the mediating variable,and gender as the moderating variable,a moderating mediating model is constructed. The results show that :(1)Curiosity has a significant direct effect on subjective academic burden and an indirect effect on subjective academic burden through classroom satisfaction.Classroom satisfaction has a partial mediating effect between curiosity and subjective academic burden.(2)The moderating mediating model of curiosity affecting subjective academic burden is established. Gender can adjust the first half and the second half of "curiosity-classroom satisfaction-subjective academic burden ".