大学新生核心自我评价和学习适应性的关系：成就动机的中介作用
The Relationship between Core Self-Evaluation and Learning Adaptability of College Freshmen: The Mediating Role of Achievement Motivation

为了了解当前大学新生的核心自我评价与学习适应性的关系，本研究采用核心自我评价量表、大学生学习适应性量表、成就动机量表对244名大学新生进行调查研究。结果表明：1) 核心自我评价和学习适应性呈显著正相关，核心自我评价和成就动机总分及追求成功维度存在显著正相关，和避免失败维度显著负相关，学习适应性和成就动机及追求成功维度存在显著正相关，与避免失败维度存在显著负相关；2) 核心自我评价可以通过成就动机影响学习适应性。研究结果有助于提升大学生学习适应的能力，也为相关教育工作者的教育教学提供了指导建议。
In order to understand the relationship between the current college freshmen’s core self-evaluation and learning adaptability, this study used the core self-evaluation scale, the college student learning adaptability scale, and the achievement motivation scale to conduct a survey on 244 college freshmen. The results show that: 1) There is a significant positive correlation between core self- evaluation and learning adaptability, and there is a significant positive correlation between core self-evaluation and the total score of achievement motivation and the pursuit of success dimension, and a significant negative correlation with the dimension of avoiding failure. There is a significant positive correlation between the pursuit of success dimension and a significant negative correlation with the dimension of avoiding failure; 2) Core self-evaluation can affect learning adaptability through achievement motivation. The results of the study will help to improve the ability of college students to learn and adapt, and also provide guidance and suggestions for the education and teaching of related educators.