Keywords:
Professional satisfaction; Learning engagement; Academic self-efficacy; College student
专业满意度;学习投入;学业自我效能感;大学生
Abstract:
Objective: To explore the relationship between professional satisfaction, and learning engagement in college students, and to examine the mediating role of academic self-efficacy. Methods: A questionnaire survey was conducted on 356 college students using the Professional Satisfaction Scale, Academic Self-Efficacy Scale and Learning Engagement Scale as research tools. Results: (1) The results of correlation analysis showed that professional satisfaction had a positive effect on learning engagement in college students (r=0.21, p<0.001), professional satisfaction had a positive effect on academic self-efficacy in college students (r=0.27, p<0.001), and academic self-efficacy had a positive effect on learning engagement in college students (r=0.16, p<0.01). (2) The results of mediation effect analysis showed that academic selfefficacy partially mediates the process by which professional satisfaction affects learning engagement in college students (β =0.18, t=2.04, F=9.44, p<0.05). Conclusion: Professional satisfaction not only directly affects learning engagement in college students, but also plays an indirect role through academic self-efficacy, showing partial mediating effects.
目的:探讨大学生专业满意度与学习投入的关系,并考察学业自我效能感的中介作用。方法:采用专业满意度量表、学业自我效能感量表和学习投入量表对356名大学生进行调查。结果:(1)相关分析表明,大学生专业满意度对学习投入具有正向影响(r=0.21,p<0.001),大学生专业满意度对学业自我效能感具有正向影响(r=0.27,p<0.001),大学生学业自我效能感对学习投入具有正向影响(r=0.16,p<0.01)。(2)中介效应分析表明,学业自我效能感在专业满意度与学习投入之间起部分中介作用(β=0.18,t=2.04,F=9.44,p<0.05)。结论:大学生的专业满意度不仅能直接影响学习投入,还能通过学业自我效能感起到间接作用,表现出部分中介效应。