新高考科目选择动机是否影响大学期间的学业成就——基于专业承诺的多重中介效应分析

Research on the Influence of New College Entrance Examination Subject Selection Motivation on College Students’ Academic Achievement:Analysis of Multiple Mediating Effects Based on Professional Commitment

为探究新高考学生科目选择动机对其大学期间学业成就的影响及作用机制,对某新高考改革生源大省的在校大学生按学科类别进行随机抽样,并采用Process回归和Bootstrap中介效应进行检验。研究发现大学生的科目选择动机、专业承诺及学业成就整体均呈中上水平,无论是内部自主动机还是外部受控动机均对专业承诺和学业成就有正向预测作用,但其具体作用路径不同。就内部自主动机而言,其对学业成就既有直接预测作用,也可通过专业承诺对学业成就进行间接预测,这表明专业承诺在内部自主动机与学业成就之间起部分中介作用;就外部受控动机而言,其对学业成就的直接预测作用并不显著,但能通过专业承诺对学业成就进行间接预测,这表明专业承诺在外部受控动机与学业成就之间起完全中介作用。鉴于此,提出增强学生科目选择自主性、专业承诺水平等对策建议。

In order to explore the influence and function mechanism of autonomous subject selection in the new college entrance examination on college students’ academic achievement,this study randomly selected sophomores in a new college entrance examination reform implementation province according to subject categories,and used Process regression and Bootstrap method to test the mediating effect. The research has found that the subject selection motivation,professional commitment and academic achievement of the new college entrance examination students were all moderately high. Both internal autonomous motivation and external controlled motivation have positive predictive effects on professional commitment and academic achievement,but their specific paths are different. In terms of internal autonomous motivation,it can not only directly predict academic achievement,but also indirectly predict academic achievement through professional commitment,which shows that professional commitment plays a partial intermediary role between internal autonomous motivation and academic achievement. In terms of external controlled motivation,its direct predictive effect on academic achievement is not obvious,but it can indirectly predict academic achievement through professional commitment,indicating that professional commitment plays a fully mediating role between external controlled motivation and academic achievement. In view of this,countermeasures such as enhancing students’ autonomy in subject selection and level of professional commitment are proposed.