Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (2): 224-230.doi: 10.16187/j.cnki.issn1001-4918.2024.02.09

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Proactive Personality and Online Learning Engagement in High School Students: The Sequential Mediation Effects of Online Learning Self-efficacy and Academic Expectation

GAO Bin1, ZHANG Dandan2, ZHU Gen2, CAI Yanxiang3, GUO Yuxi4   

  1. 1. College of Education, Shanghai Normal University, Shanghai 200234;
    2. Hubei University of Medicine, Shiyan 442000;
    3. Putian NO.5 Middle School, Putian 351100;
    4. Wuhan No.3 Middle School, Wuhan 430050
  • Published:2024-03-18

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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

CLC Number: 

  • G442
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