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隔代养育留守儿童心理韧性与学习投入的研究：以成长型思维为中介

Study on Psychological Resilience and Learning Investment of Left-behind Children in Intergenerational Upbringing: Use Growth Thinking as The Intermediary

Psychology of China / 2025,7(7): 949-954 / 2025-07-30 126 26

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• Authors: 程科 次仁曲珍 吴丽丽
• Information:

  西南民族大学教育学与心理学学院，成都

• Keywords:
  Mental toughness; Growth mindset; Learning engagement; Primary and secondary school students; Intergenerational parenting of left-behind children
  心理韧性; 成长型思维; 学习投入; 中小学生; 隔代养育留守儿童
• Abstract: This study constructed a model with growth mindset as a mediating variable to investigate its mediating role between mental toughness and learning engagement in intergenerational parenting left-behind children. This study used the Mental Toughness Scale, the Growth Mindset Scale, and the Learning Input Scale to conduct a questionnaire survey on 1,540 primary and secondary school students in grades 4 to 8 in a county in northwestern Yunnan Province, of whom 685 were left-behind children raised in an intergenerational manner. The results showed that: the level of mental toughness of left-behind children with intergenerational parenting was lower than that of left-behind children with non-intergenerational parenting, the learning input of left-behind children with intergenerational parenting was higher than that of left-behind children with non-intergenerational parenting, and there was no significant difference between children with or without intergenerational parenting in terms of growth mindset; mental toughness not only affects the learning input directly, but also indirectly affects the learning input through growth mindset. The indirect effect of growth mindset accounted for 71.6% of the total effect, which was much higher than the direct effect of mental toughness (28.4%), suggesting that growth mindset played a more important role in the relationship between mental toughness and learning engagement. 本研究构建以成长型思维为中介变量的模型，探究其在隔代养育留守儿童心理韧性与学习投入间的中介作用。本研究采用心理韧性量表、成长型思维量表、学习投入量表，对云南省西北部某县城1540名四到八年级中小学生进行问卷调查，其中隔代养育留守儿童685名。结果显示：隔代养育留守儿童的心理韧性水平低于非隔代养育留守儿童，隔代养育留守儿童的学习投入高于非隔代养育留守儿童，是否为隔代养育留守儿童在成长型思维上没有显著差异；心理韧性不仅直接影响学习投入，还通过成长型思维间接影响学习投入。其中，成长型思维的间接效应占总效应的71.6%，远高于心理韧性的直接效应（28.4%），这提示成长型思维在心理韧性与学习投入的关系中起到了更为重要的作用。
• DOI: https://doi.org/10.35534/pc.0707152
• Cite: 程科, 次仁曲珍, 吴丽丽. (2025). 隔代养育留守儿童心理韧性与学习投入的研究: 以成长型思维为中介. 中国心理学前沿, 7 (7), 949-954.