大学生的心理性和学习参与之间的关系:一个调节调解模型
Peng Li1, Jiali Jiang1, Meiling Han2
1Faculty of Psychology, Tianjin Normal University, No. 393 Binshuixi Road, Tianjin, 300387, China.
Acta psychologica
|January 30, 2026
概括
学生的心理性对学习参与有积极的影响. 羞耻和社会比较影响这种关系,为教育干预提供了洞察力.
科学领域:
- 教育心理学教育心理学
- 积极心理学的积极心理学.
背景情况:
- 学生的学习参与对于学业成功和教育质量至关重要.
- 提高学习参与度是教育的一个重点.
研究的目的:
- 从积极心理学角度探索心理弹性在学生学习参与中的作用.
- 调查羞耻在这种关系中的调解作用和社会比较的调节作用.
主要方法:
- 对1784名大学生进行了问卷调查.
- 措施包括心理性,羞耻,学习参与度和上升的社会比较.
主要成果:
- 心理性显著预测了学习参与度.
- 羞耻部分调解了心理性和学习参与之间的联系.
- 上升的社会比较缓和了心理弹性对羞耻的影响.
结论:
- 羞耻和上升的社会比较是心理弹性和学习参与之间的关系的重要因素.
- 研究结果为开发干预措施提供了新的视角,以提高学生的学习参与度.
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