领悟社会支持与高中生学习投入的关系:自尊和未来教育规划的链式中介作用

目的:探究领悟社会支持对学习投入的影响,以及自尊和未来教育规划的链式中介效应。方法:采用领悟社会支持量表、自尊量表、未来教育规划问卷和学习投入量表,对446名高中生进行施测。结果:①各变量两两之间均存在显著地正相关(r=0.32~0.50,p<0.001);②领悟社会支持能正向预测高中生学习投入;③在领悟社会支持对高中生学习投入的预测中存在三条路径:一是自尊的中介作用;二是未来教育规划的中介作用;三是自尊和未来教育规划的链式中介作用,效果值分别为:14.81%,27.78%和16.67%。结论:领悟社会支持不仅直接影响高中生学习投入,还通过自尊和未来教育规划影响高中生学习投入。

Relationship between perceived social support and learning engagement among high school students:The chain mediating effect of self-esteem and future education planning

Objective:To explore the effect of perceived social support on learning engagement,as well as the chain mediating effect of self-esteem and future education planning.Methods:446 high school students were investigated with perceived social support scale,self-esteem scale,future education planning questionnaire and learning engagement scale.Results:①There were significant positive correlations among all variables(r=0.32~0.50,p<0.001);②Perceived social support had a significantly direct effect on learning engagement;③There were three ways to influence learning engagement indirectly:One was the single mediating role of self-esteem;The second was the single mediating role of future education planning;The third was the chain mediating role of self-esteem and future education planning,including mediation effect respectively 14.81%,27.78%and 16.67%in total effect.Conclusion:Perceived social support not only directly affects high school students'learning engagement,but also affects high school students'learning engagement through self-esteem and future education planning.