农村留守初中生安全感与学习投入的关系:学业自我效能感和网络成瘾的链式中介作用

The Relationship Between Sense of Security and Learning Engagement of Rural Left-Behind Junior High Students:The Chain Mediating Role of Academic Self-Efficacy and Internet Addiction

基于自我决定理论和动机与投入轮理论,考察农村留守初中生安全感对学习投入的作用机制,采用留守儿童安全感问卷、学习投入量表、学业自我效能感量表和网络成瘾量表,对339位农村留守初中生进行调查。结果表明:(1)安全感、学业自我效能感、网络成瘾和学习投入两两之间呈显著相关;(2)农村留守初中生安全感能正向预测学习投入;(3)农村留守初中生安全感对学习投入的间接效应包括三条路径:安全感通过学业自我效能感的单独中介作用影响学习投入;安全感通过网络成瘾的单独中介作用影响学习投入;安全感通过学业自我效能感和网络成瘾的链式中介作用影响学习投入。本研究有助于理解安全感对学习投入的作用机制,对促进和干预农村留守初中生学业适应具有一定现实意义。

Based on self-determination theory and motivation and engagement wheel theory,this study investigated the mechanism of the sense of security of rural left-behind junior high students on their learning engagement.339 rural left-behind junior high students were surveyed using the Left-Behind Children’s Security Questionnaire,Learning Engagement Scale,Academic Self-Efficacy Scale and Internet Addiction Scale.The results showed that:1)there was a significant correlation between sense of security,academic self-efficacy,Internet addiction and learning engagement;2)sense of security can positively predict learning engagement;3)sense of security affects learning engagement through three paths:the independent mediating role of academic self-efficacy,the independent mediating role of Internet addition,and the chain mediation of academic self-efficacy and Internet addiction.This study helps to understand the mechanism of sense of security on learning engagement,and has practical significance to promote the academic adaptation of rural left-behind junior high students.