大学生时间管理倾向对积极学业情绪的影响:核心自我评价的中介作用

The Effect of Time Management Tendency on Positive Academic Emotions in College Students: The Mediating Role of Core Self-Evaluation

目的:分析大学生积极学业情绪、时间管理倾向和核心自我评价之间的关系,并探索核心自我评价在积极学业情绪和时间管理倾向间的中介效应。方法:采用《核心自我评价量表》《时间管理量表》以及《青少年学业情绪量表》中的积极学业情绪部分随机抽样得到542份问卷。结果:核心自我评价、时间管理倾向及积极学业情绪间均呈显著相关(P < 0.01);时间管理倾向与积极学业情绪呈显著正相关(P < 0.01);核心自我评价与积极学业情绪呈显著正相关(P < 0.01);核心自我评价在时间管理倾向和积极学业情绪间起中介作用。结论:时间管理倾向、核心自我评价对大学生的积极学业情绪具有正向预测作用;核心自我评价不仅会直接影响大学生的积极学业情绪,还会通过时间管理倾向间接影响大学生的积极学业情绪。

Objective: To analyze the relationship among college students’ positive academic emotion, time management tendency and core self-evaluation, and explores the mediating effect of core self-evaluation in positive academic emotion and time management tendency. Methods: A total of 542 questionnaires were randomly sampled using the positive academic emotions in the Time Management Scale, the Core Self-Evaluation Scale and the Adolescent Academic Emotion Scale. Re-sults: There was a significant correlation between core self-evaluation, time management tendency and positive academic emotion (P < 0.01). There was a significant positive correlation between time management tendency and positive academic emotion (P < 0.01). There was a significant positive correlation between core self-evaluation and positive academic emotion (P < 0.01). Core self-evaluation mediates time management tendencies and positive academic sentiment. Conclu-sion: Time management tendency and core self-evaluation have a positive predictive effect on col-lege students’ positive academic emotions. Core self-evaluation not only directly affects college stu-dents’ positive academic emotions, but also indirectly affects college students’ positive academic emotions through time management tendencies.