成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用
Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety

采用问卷法对708名小学高年级学生进行调查，以考察成就目标定向、学业拖延、数学焦虑与数学学习投入之间的关系，结果显示：（1）掌握定向和表现-接近定向均能直接正向预测数学学习投入，而表现-回避定向的直接预测作用不显著；（2）掌握定向、表现-接近定向和表现-回避定向均能通过学业拖延来间接预测数学学习投入；（3）掌握定向和表现-回避定向均能通过数学焦虑来间接预测数学学习投入，但表现-接近定向不能通过数学焦虑来间接预测数学学习投入；（4）三种成就目标定向均能通过学业拖延经数学焦虑的多重中介作用来预测数学学习投入。这表明成就目标定向不仅能直接预测，还能通过学业拖延和数学焦虑的多重中介作用，来间接预测小学生数学学习投入。
The current study investigated seven hundred and eight pupils in upper grades by using self-report scales, to explore the relations among achievement goal orientations, academic procrastination, mathematics anxiety, and mathematics engagement. The results showed:(1) both mastery and performance-approach orientations had direct and positive prediction on mathematics engagement, but the prediction of performance-avoidance orientation was not significant; (2) mastery, performance-approach, and performance-avoidance orientations indirectly predicted mathematics engagement through academic procrastination; (3) both mastery and performance-approach orientations, but not performance-avoidance orientation, indirectly predicted mathematics engagement through mathematics anxiety; (4) all the three types of achievement goal orientations indirectly predicted mathematics engagement through a multiple mediating path from academic procrastination to mathematics anxiety. The findings indicated that achievement goal orientations had not only a direct influence on mathematics engagement, but also an indirect effect on mathematics engagement through academic procrastination and mathematics anxiety.