成长型思维与初中生学习投入的关系:压力知觉和意向性自我调节的链式中介作用

The Relationship between Growth Thinking and Learning Engagement in Junior Middle School Students: The Chain Mediating Role of Perceived Stress and Intentional Self-Regulation

本文针对初中生群体考察其成长型思维与学习投入的关系及中介作用机制。采用成长型思维量表(GMS)、学习投入量表(AES)、压力知觉量表、意向性自我调节问卷对875名初中生施测。结果显示:成长型思维正向预测学习投入;压力知觉在成长型思维与学习投入之间起完全中介作用;压力知觉与意向性自我调节在成长型思维与学习投入之间起链式中介作用。研究进一步揭示了成长型思维与学习投入的内在机制,为提高初中生学习投入水平提供了新思路。This paper examines the relationship between growth thinking and learning engagement of junior middle school students and its mediating mechanism. Growth Mindset Scale (GMS), Academic Engagement Scale (AES), Stress Perception Scale and intentional self-regulation were used to measure 875 junior middle school students. The results showed that growth thinking positively predicted learning engagement;Stress perception plays a completely mediating role between growth thinking and learning engagement. Stress perception and intentional self-regulation play a chain mediating role between growth thinking and learning engagement. The research further reveals the internal mechanism of growth thinking and learning engagement, and provides a new way to improve the level of junior middle school students’ learning engagement.