高中生自主性动机和学习投入的关系：时间管理自我监控的中介作用
The Relationship between High School Students’ Autonomous Motivation and Learning Engagement: The Mediating Role of Time Management Self-Monitoring

学习投入是积极心理学中的热门话题，也是衡量学习成绩关键指标，以往研究主要以初中生为对象，本文探究高中生的自主性动机、时间管理自我监控和学习投入情况之间的关系，本研究采用学业自主调节问卷、中学生时间管理自我监控量表和学习投入量表对380名高中生进行问卷调查，共收回有效问卷344份。研究结果如下：1) 高中生时间管理自我监控在年级上差异显著，其中高二年级和高三年级学生时间管理自我监控水平显著高于高一年级学生。2) 通过回归分析，发现高中生自主性动机水平能够显著预测学习投入水平，时间管理自我监控能够显著预测学习投入水平。3) 高中生的自主性动机可以通过时间管理自我监控的中介作用间接影响学习投入。
Learning engagement is not only a hot topic in the field of positive psychology, but also a key indicator to measure academic establishment. Previous studies mainly focused on junior middle school students, this paper explores the relationship among senior high school students’ auto-nomous motivation, time management self-monitoring and learning engagement. In this study, 380 senior high school students were investigated by academic self-regulation questionnaire, middle school students’ time management self-monitoring scale and learning engagement scale, and collected 344 valid questionnaires. The results are as follows: 1) There are significant differences in senior high school students’ time management self-monitoring in grades. The level of time management self-monitoring of senior two and senior three students is significantly higher than that of senior one students. 2) Through regression analysis, it is found that senior high school students’ autonomous motivation can significantly predict the level of learning investment, and time management self-monitoring can significantly predict the level of learning investment. 3) High school students’ autonomous motivation can indirectly affect their learning engagement through the intermediary of time management self-monitoring.