职高生感知的形成性评价对学习投入的影响：成就目标取向与学业浮力的链式中介效应

The Impact of Perceived Formative Assessment on Learning Engagement among Vocational High School Students: The Chain Mediating Effect of Achievement Goal Orientation and Academic Buoyancy

摘要: 为探究职高生感知的形成性评价对学习投入的影响机制，并分析成就目标取向和学业浮力的中介作用。采用整群抽样的方式，使用感知的形成性评价量表、成就目标取向量表、学业浮力量表、学习投入量表，对河南省某职业中学900名学生进行调查。研究结果表明：职高生感知的形成性评价可以正向预测学习投入；在感知的形成性评价与学习投入的关系中，掌握趋近目标、成绩趋近目标、学业浮力分别能够发挥单独中介作用，掌握趋近目标与学业浮力能够发挥链式中介作用。研究结果暗示了成绩趋近目标并非消极，其对学习投入的中介作用需被认可。职业教育需优化评价、分目标引导学生、强化学业浮力，同时兼顾共性改革与个体差异。研究结果为理解教育评价方式如何对学生的学习投入产生影响提供了实践依据。

Abstract: This paper aims to investigate the mechanism by which vocational high school students’ perceived formative assessment influences learning engagement, and to analyze the mediating roles of achievement goal orientation and academic buoyancy. Using cluster sampling, a survey was conducted on 900 students from a vocational high school in Henan Province, employing the Perceived Formative Assessment Scale, Achievement Goal Orientation Scale, Academic Buoyancy Scale, and Learning Engagement Scale. Findings indicate that vocational students’ perceived formative assessment positively predicts learning engagement. Within this relationship, mastery-oriented goals, performance-oriented goals, and academic buoyancy each exert independent mediating effects, while mastery-oriented goals and academic buoyancy demonstrate chained mediation. These results suggest performance-oriented goals are not inherently negative, and their mediating role in learning engagement warrants recognition. Vocational education should optimize assessment practices, guide students through sub-goals, and strengthen academic buoyancy while balancing systemic reforms with individual differences. These findings provide practical insights into how educational evaluation methods influence student learning engagement.