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中学生学习动机与学习投入的关系：情绪调节策略的中介作用

Relationship between Learning Motivation and Learning Input of Middle School Students: The Intermediation of Emotional Regulation Strategies

Psychology of China / 2021,3(5): 473-482 / 2021-05-21 3077 933

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• Authors: 张思琦 张伊菲 杜松 万佳利
• Information:

  衡水学院教育学院，衡水

• Keywords:
  Middle school students; Learning motivation; Learning engagement; Emotion regulation strategy
  中学生; 学习动机; 学习投入; 情绪调节策略社交焦虑
• Abstract: Objective: To explore the mediating role of emotion regulation strategies in learning motivation and input. Methods: Zhou Bucheng's learning motivation diagnostic test (MAAT) scale was used to find out whether middle school students had behavior problems in learning motivation, interest and goal setting; Shaofley's (2002) study input scale (UWES-S) was used to study students' vitality, dedication and concentration. A total of 729 students in Hengshui, Beijing and Shijiazhuang were selected for questionnaire survey and data analysis. Conclusion: emotional regulation plays an intermediary role in the learning motivation and learning input of middle school students, accounting for 28.11% of the total effect. Emotional regulation strategies enable students to formulate their own learning motivation and greatly improve their learning input. The students' desire in the four dimensions of learning motivation is more appropriate, the difference of learning motivation in the dimension of excessive motivation is not obvious, and the difference of male and female survival in the other three dimensions is significant. There were significant differences in expression inhibition of emotion regulation strategies between male and female students. Each dimension of learning motivation has a significant negative correlation with each dimension of emotion regulation and learning input, and each dimension of emotion regulation strategy has a significant positive correlation with each dimension of learning input. 目的：本研究旨在探究中学生情绪调节策略在学习动机和学习投入的中介作用。方法：测量工具上采用周步成编制的学习动机诊断测验(MAAT)量表，了解中学生在学习动机、学习兴趣、学习目标制定上是否存在行为困扰；采用学习投入量表（UWES-S)，主要了解学生活力，奉献精神和学习集中度三个层次，检查学生的学习投入付出的程度；情绪调节策略方面采取在2003年格罗斯和约翰编制完成的情绪调节问卷。并选取衡水市，北京，石家庄多市共729名学生进行问卷调查和相应的数据分析。结论：情绪调节在中学生的学习动机和学习投入中起中介作用，占总效应的28.11%，情绪调节策略让学生制定适合自己的学习动机从而极大提高学生的学习投入。学生在学习动机四个维度上的欲望比较恰当，在学习动机除动机过强维度上差异不明显，在其他三个维度上男女生存在显著性差异。男女生在情绪调节策略的表达抑制方面存在显著性差异。学习动机各个维度与情绪调节及学习投入的各维度呈显著负相关；情绪调节策略各维度与学习投入各维度呈显著正相关。
• DOI: https://doi.org/10.35534/pc.03050583-482
• Cite: 张思琦，张伊菲，杜松，等．中学生学习动机与学习投入的关系：情绪调节策略的中介作用［J］．中国心理学前沿， 2021，3（5）：473-482．