高中生的自我效能对课堂氛围和学生学习投入中的中介作用
The Mediating Effect of High School Students’ Self-Efficacy on Classroom Atmosphere and Students’ Learning Engagement

为进一步研究班级氛围同学生课题学习之间是否存在相互关系，从而为今后的教育工作奠定基础，本研究采用班级心理气氛量表、自我效能感量表、学习投入量表对735名高中生进行调查，研究发现：1) 高中阶段的课堂氛围与学生之间的学习投入存在着普遍的正向相关，并且其相关程度明显大于中学生的自我效能；2) 班级心理氛围和自我效能对学生的学习投入有一定的影响；3) 班级心理氛围和自我效能虽然不能对学生的学业产生直接的影响，但是却具有很好的间接的预测效果，即班级心理氛围可以对学生在学习中的专心程度以及学业效果产生明显的影响，但是自我效能却可以通过影响班级心理氛围对学生的学习投入产生一定的调节效果。本研究发现，课堂氛围对学生的学业投入具有一定的调节效应。因此，加强班级心理氛围的营造，促进班级心理气氛向良好的方向发展是改善高中生学习状态的重要途径。
In order to explore the relationship between class psychological atmosphere and learning engagement, this study used class psychological atmosphere scale, self-efficacy scale and learning engagement scale to investigate 735 high school students. Research findings: 1) There is a positive correlation between the classroom atmosphere in senior high school and students’ learning engagement, and the level of correlation is significantly greater than middle school students’ self-efficacy. 2) The class psychological atmosphere and self-efficacy have a certain impact on students’ learning engagement. 3) Although the class psychological atmosphere and self-efficacy cannot have a direct impact on students’ academic performance, they have a good indirect predictive effect. That’s to say, the class psychological atmosphere can have a significant impact on students’ concentration in learning and academic results, while self-efficacy can have a certain moderating effect on students’ learning engagement by influencing the class psychological atmosphere. This study found that classroom atmosphere has a moderating effect on students’ academic involvement. Therefore, strengthening the construction of class psychological atmosphere and promoting the development of class psychological atmosphere is an important way to improve high school students’ learning state.