高中生主动性人格与网络学习投入：网络学习自我效能和学业期望的序列中介作用

doi:10.16187/j.cnki.issn1001-4918.2024.02.09

摘要/Abstract

摘要： 基于社会认知生涯理论考察高中生主动性人格对网络学习投入的影响,以及网络学习自我效能感和学业期望在其中的中介作用。本研究使用主动性人格量表、网络学习自我效能感量表、学业期望量表和网络学习投入量表,对湖北和福建两所中学高一至高二的477名高中生(高一274人,高二203人)进行问卷调查。结果发现:(1)主动性人格、网络学习自我效能感、学业期望与网络学习投入四个变量相互之间存在显著正相关;(2)主动性人格可以通过三条间接路径对网络学习投入产生影响,即网络学习自我效能的单独中介作用、学业期望的单独中介作用以及网络学习自我效能和学业期望的链式中介作用。研究有助于揭示高中生主动性人格对网络学习投入的作用机制,这为提升其线上学习投入有启示意义。

关键词: 高中生, 主动性人格, 网络学习自我效能, 学业期望, 网络学习投入

Abstract: Based on the social cognitive career theory, the current study aimed to examine whether online learning self-efficacy and academic expectation would have mediating effects on the relationship between proactive personality and online learning engagement. A sample of 477 high school students in China was recruited in this study to complete Proactive Personality Scale, Online Learning Self-efficacy Scale, Academic Expectation Scale and Online Learning Engagement Scale.The results showed that: (1) There was a significant positive correlation between the four variables of proactive personality, online learning self-efficacy, academic expectation and online learning engagement; (2) Proactive personality could affect online learning engagement through three indirect paths, namely, the independent mediation of online learning self-efficacy, academic expectation and the chain mediation of online learning self-efficacy and academic expectation. The research was helpful to understand the mechanism of high school students’ proactive personality on online learning engagement, and had practical implications for high school students’ online education and learning.

Key words: high school students, proactive personality, online learning self-efficacy, academic expectations, online learning engagement

中图分类号:

G442

高斌, 张丹丹, 朱根, 蔡艳香, 郭羽希. 高中生主动性人格与网络学习投入：网络学习自我效能和学业期望的序列中介作用[J]. 心理发展与教育, 2024, 40(2): 224-230.

GAO Bin, ZHANG Dandan, ZHU Gen, CAI Yanxiang, GUO Yuxi. Proactive Personality and Online Learning Engagement in High School Students: The Sequential Mediation Effects of Online Learning Self-efficacy and Academic Expectation[J]. Psychological Development and Education, 2024, 40(2): 224-230.

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