Leffert, N., Beson, P. L., Scales, P. C., Sharma, A. R., Drake, D. R., & Blyth, D. A. (1998). Developmental assets: Measurement and predictionof risk behaviors among adolescents. Applied Developmental Science, 2, 209-230.
被以下文章引用:
标题: 意志控制与学校卷入度的关系：学业效能的中介作用The Prediction of Effortful Control to School Involvement: The Mediation Effect of Academic Self-Efficacy
作者: 何津, 丁锋, 陈祉妍
关键字: 行为卷入, 情感卷入, 意志控制, 学业效能, 中介作用Behavioral Involvement; Emotional Involvement; Effortful Control; Academic Self-Efficacy; Mediation
期刊名称: 《Advances in Psychology》, Vol.2 No.5, 2012-11-27
摘要: 学校卷入度对学生的学业成绩有重要的预测作用，近年来已成为学校心理研究中的关注点之一；意志控制和学业效能感是学业领域两个重要的影响因素。本研究选取两个学生样本，对意志控制影响学校卷入的中介机制进行研究。研究发现，在控制了父母教育水平和家庭经济水平之后，意志控制对行为卷入和情感卷入均有直接作用，同时还通过学业效能感中介影响学校卷入度。通过对两个学校的模型比较发现，两所学校的中介模型等价，即学业效能中介意志控制与学校卷入关系的模型具有稳定性。 School involvement is a significant indicator of academic achievement of students. Thus it has attracted a lot of attention in school and educational psychological researches. It has detected that effortful control and academic self-efficacy are two influential factors on academic development. The current study collected data from two different samples to illustrate the relation between effortful control and school involvement. Effortful control has direct effect on both behavioral and emotional involvement after controlling the SES condition. Besides, it also influences school involvement through the mediation of academic self-efficacy. This mediation effect was found in both data samples and the model has been tested to be equal. It can be concluded that the mediation mechanism is stable among two Chinese student samples.