大学生学业情绪与学习投入的关系:学业自我效能感的中介作用

The Relationship between College Students’Academic Emotion and Learning Engagement:The Mediating Role of Academic Self-Efficacy

为探讨大学生学业情绪与学习投入之间的关系,以及学业自我效能感在其中的中介作用,采用学习投入量表(UWES-S)、大学生学业情绪量表和学业自我效能感量表对1030名在校大学生进行问卷调查。结果发现:(1)大学生学习投入普遍处于中等水平;(2)学习投入与积极活动定向学业情绪、积极结果定向学业情绪、消极结果定向学业情绪以及学业自我效能感均呈显著正相关,与消极活动定向学业情绪呈显著负相关。(3)学业自我效能感在积极活动定向学业情绪、积极结果定向学业情绪、消极活动定向学业情绪与学习投入之间起部分中介作用,在消极结果定向学业情绪与学习投入之间不存在中介作用。

This study aimed to explore the relationship between college students’academic emotions and learning engagement,as well as the mediating role of academic self-efficacy.A total of 1030 college students were investigated using the Utrecht Work Engagement Scale-Student,College Students’Academic Emotion Questionnaire and Academic Self-Efficacy Scale.The results showed that:1)college students’learning engagement was at the medium level overall;2)learning engagement was significantly positively correlated with positive activity-oriented academic emotions,positive result-oriented academic emotions,negative result-oriented academic emotions,and academic self-efficacy.Learning engagement was significantly negatively correlated with negative activity-oriented academic emotions;3)academic self-efficacy played a partial mediating role in the effect of positive activity-oriented academic emotions,positive result-oriented academic emotions,negative activity-oriented academic emotions on learning engagement,but there was no mediating effect between negative result-oriented academic emotions and learning engagement.