摘要
为探讨学业自我概念与大学生隐性逃课的关系及其作用机制,采用一般学业自我问卷、学习动机策略问卷、学校氛围问卷和隐性逃课量表对504名大学生进行调查。结果表明:(1)在控制性别、年级和专业的条件下,学业自我概念能够显著负向预测大学生隐性逃课;(2)学习动机在学业自我概念与隐性逃课之间起部分中介作用;(3)感知学校氛围调节了学业自我概念通过学习动机影响隐性逃课的中介作用前半路径,相对于感知消极学校氛围的大学生,学业自我概念更容易通过感知积极学校氛围个体的学习动机影响隐性逃课。该研究结果有助于揭示大学生隐性逃课的形成机制,对隐性逃课的干预具有一定启示意义。
To explore the relationship between academic self-concept and recessive truancy,as well as its inner mechanism in college students,a sample of 504 college students,completed the Genera Academic Self-Concept Questionnaire,Motivated Strategies for Learning Questionnaire,School Climate Questionnaire and Recessive Truancy Scale.Results revealed that:(1)After controlling for gender,grade and major effects,academic self-concept directly negative predicted recessive truancy;(2)Academic self-concept could not only affect college students'recessive truancy directly,but also affect recessive truancy through the mediation of academic motivation;(3)The mediating role of academic motivation is moderated by school climate,and perception of school climate moderates the first half process of academic self-concept-academic motivation-recessive truancy.Specifically,the indirect effect was much stronger for college students with high perceptions of school climate relative to those with low perceptions of school climate.These findings have important implications for the prevention and intervention of recessive truancy.
作者
尹忠泽
王梦云
张文杰
程洁
杨兵兵
李锐
YIN Zongze;WANG Mengyun;ZHANG Wenjie;CHENG Jie;YANG Bingbing;LI Rui(School of Education Science, Shanxi Normal University, Linfen 041004, China)
出处
《心理技术与应用》
2020年第8期503-512,共10页
Psychology(Techniques and Applications)
基金
山西省教育科学规划课题研究成果之一(GH-12024)
山西师范大学校基金一般项目(872013)
山西师范大学文理学院质量工程项目(WL2014JGXM-13)资助。
关键词
学业自我概念
学习动机
学校氛围
隐性逃课
大学生
academic self-concept
academic motivation
perceptions of school climate
recessive truancy
college students
