累积生态风险对高校学生学习投入的影响：自我肯定的中介作用
The Effect of Cumulative Ecological Risk on College Students’ Study Engagement: A Mediation of Self-affirmation
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- Keywords: Cumulative ecological risk; Study engagement; Self-affirmation; College students累积生态风险; 学习投入; 自我肯定; 高校学生
- Abstract: A questionnaire survey was conducted among college students in three provinces to investigatethe impact of cumulative ecological risk on college students’ Study engagement and the role of selfaffirmation.The results show that: (1) The cumulative ecological risk level of college students is low, andthe level of self-affirmation and Study engagement is good; (2) There are significant differences in the levelof self-affirmation in grades and majors; There are significant differences in the level of Study engagementbetween genders and grades. (3) The cumulative ecological risk of college students has a significantnegative correlation with self-affirmation and Study engagement, and a significant positive correlationwith self-affirmation and Study engagement; (4) Self-affirmation plays a partial mediating role betweencumulative ecological risk and learning input. To this end, colleges and universities can consciouslycultivate students’ self-affirmation characteristics and healthy and positive attitude, so that they can betterface the adverse impact of cumulative ecological risks on life and study.对三省高校学生进行问卷调查，考察累积生态风险对高校学生学习投入的影响，以及自我肯定在其中所起的作用。研究发现：（1）高校学生的累积生态风险水平较低，自我肯定水平和学习投入水平良好；（2）自我肯定水平在年级和专业喜爱度上存在显著差异；学习投入水平在性别和年级存在显著差异；（3）高校学生累积生态风险与自我肯定和学习投入呈显著负相关，自我肯定与学习投入呈显著正相关；（4）自我肯定在累积生态风险与学习投入之间起部分中介作用。为此，高校可以有意识地培养学生的自我肯定特质和健康积极向上的心态，使他们可以更好地面对累积生态风险给生活和学习带来的不良影响。
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