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高中生未来取向与学习投入的关系：应对方式和学业浮力的中介作用
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Abstract:
本文研究考察高中生未来取向对学习投入预测的可能途径，即探究应对方式和学业浮力在高中生未来取向与学习投入间的中介作用，并采用《青少年未来取向问卷》《学习投入量表》《中学生应对方式量表》《学业浮力量表》对516名高中生进行调查。结果显示：1) 高中生未来取向与指向问题的应对方式、学业浮力、学习投入两两之间呈显著正相关，未来取向、学业浮力、学习投入分别与指向情绪的应对方式呈显著负相关。2) 未来取向对学习投入的直接效应显著，应对方式与学业浮力在未来取向对学习投入的关系中起部分中介作用，并且应对方式与学业浮力在未来取向对学习投入的影响中起链式中介作用。
Purpose: To investigate the possible ways for high school students’ future orientation to predict learning input, that is, to explore the mediating role of coping style and academic buoyancy be-tween high school students’ future orientation and study engagement. Method: A survey of 516 high school students was conducted using the “Adolescent Future Orientation Questionnaire”, “Learning Input Scale”, “Middle School Students’ Coping Style Scale”, and “Academic Floating Power Scale”. Results: 1) The future orientation of high school students was significantly positively correlated with the problem-oriented coping style, academic buoyancy, and study engagement. Future orientation, academic buoyancy, and study engagement were significantly negatively correlated with the emotional coping style. 2) The direct effect of future orientation on study engagement was significant. Coping style and academic buoyancy played partial mediating roles in the relationship between future orientation and study engagement. Coping style and academic buoyancy played chain mediating roles in the influence of future orientation on study engagement.
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