Keywords:
Students’playfulness; Recovery experience; Academic achievement; Meaning of life
学生玩兴;恢复体验;学业成就;生命意义感
Abstract:
Based on the theory of resource conservation and the theory of idiosyncratic stimulation, this
study conducts a longitudinal questionnaire survey of students in Chongqing, and explores the impact
of students’ playfulness on academic achievement from the perspective of recovery experience. The
statistical analysis results of 302 valid questionnaires show that: (1) Students’ playfulness can significantly
improve their recovery experience; (2) Students’ playfulness can significantly improve their academic
achievements; (3) Recovery experience plays a part of intermediary role; (4) The meaning of life plays a
negative regulating role between students’ playfulness and recovery experience.
本文依据资源保存理论和特质激发理论,本研究针对重庆市学生进行纵向的问卷调查,从恢复体验视角探讨学生玩兴对学业成就的影响。针对302 份有效问卷的统计分析结果表明:(1)学生玩兴能够显著提升其恢复体验;(2)学生玩兴能够显著提升其学业成就;(3)恢复体验在学生玩兴与学业成就之间起到部分中介作用;(4)生命意义感在学生玩兴与恢复体验之间起到负向调节作用。