国家认同对青少年学习投入的影响研究

The Effect of National Identity on Adolescents' Engagement in Learning

目的:探讨国家认同对青少年学习投入的影响,分析归属需求的中介作用与意向性自我调节的调节作用。方法:研究一采用单因素两水平的被试间实验设计,将202名中学生随机分为国家认同启动组和控制组,其中实验组观看中国国家形象英文宣传片,控制组观看海底风景视频;研究二招募1220名中学生完成学习投入量表、国家认同感问卷、归属需求量表和意向性自我调节量表。结果:国家认同启动组被试的学习投入水平显著高于国家认同控制组(t(200)=2.57,P<0.05,Cohen’s d=0.36),国家认同显著正向预测学习投入(β=0.14,t=4.69,P<0.001);归属需求在国家认同与学习投入间起中介作用(效应值=0.06,P<0.05);意向性自我调节能够调节中介模型的后半段(β=0.07,t=2.44,P<0.05)。结论:国家认同既直接影响青少年的学习投入,又通过归属需求间接影响学习投入,高水平的意向性自我调节可加强归属需求对青少年学习投入的影响。

Objective:To explore the impact of national identity on adolescents' learning engagement,and analyze the mediating role of belongingness needs and the moderating role of intentional self-regulation.Methods:In study 1,with a one-way,two-level,between-subjects experimental design,202 middle school students were divided into the national identity initiation group and the national identity control group randomly,in which the initiation group watched an English-language propaganda film on China's national image,and the control group watched an undersea scenery video;in study 2,1,220 middle school students completed the Utrecht Work Engagement Scale-student,the National Identity Questionnaire,the Belongingness Needs Subscale of Basic Psychological Needs Scale(BPNS),and Questionnaire,Selection,Optimization,and Compensation(SOC).Results:Subjects in the national identity-initiated group had significantly higher levels of academic engagement than those in the national identity-control group(t(200)=2.57,P<0.05,Cohen's d=0.36),and national identity significantly and positively predicted adolescents' engagement in learning(β=0.14,t=4.69,P<0.001);Belongingness needs mediated the relationship between national identity and adolescents' academic engagement(effect size=0.06,P<0.05),and intentional self-regulation could regulate the second half of the mediation model(β=0.07,t=2.44,P<0.05).Conclusion:National identity can affect adolescents' academic engagement both directly and indirectly through belongingness needs,and high levels of intentional self-regulation can strengthen the effect of belongingness needs on adolescents' academic engagement.