摘要
目的:探讨大学生课程学习体验与积极学业情绪之间的关系,以及学业自我效能感在其中的中介作用。方法:采用大学生课程学习体验问卷、大学生一般学业情绪问卷和学业自我效能感问卷对352名大学生进行问卷调查。结果:大学生的积极学业情绪在毕业选择(t = 2.94, p < 0.01)、年级(F = 3.68, p < 0.05)、学业成绩(F = 17.76, p < 0.001)上差异显著。大学生课程学习体验正向预测学业自我效能感(β = 0.632, p < 0.001)和积极学业情绪(β = 0.603, p < 0.001),学业自我效能感正向预测积极学业情绪(β = 0.486, p < 0.001);学业自我效能感在课程学习体验与积极学业情绪之间起部分中介作用,中介效应占总效应的50.91%。结论:课程学习体验不仅直接影响积极学业情绪,而且可以通过学业自我效能感的中介作用间接影响大学生积极学业情绪。
Objective: To explore the relationship among course experience, positive academic emotions and academic self-efficacy. Methods: A total of 352 college students were investigated by Course Experience Questionnaire, College Student General Academic Emotion Questionnaire and Academic Self-efficacy Questionnaire. Results: The positive academic emotions of college students in graduation choice (t = 2.94, p < 0.01), grade (F = 3.68, p < 0.05), academic achievement (F = 17.76, p < 0.001). Course experience positively predicted academic self-efficacy (β = 0.632, p < 0.001) and positive academic emotions (β = 0.603, p < 0.001), academic self-efficacy positively predicted positive academic emotions (β = 0.486, p < 0.001);Academic self-efficacy played a partial mediating role between course experience and positive academic emotions, accounting for 50.91% of the total effect. Conclusion: Course experience not only directly affects the positive academic emotions but also indirectly affects the positive academic emotions of college students through the mediating effect of academic self-efficacy.
出处
《心理学进展》
2022年第8期2654-2662,共9页
Advances in Psychology
