焦虑对学生隐性逃课行为的影响机制：基于自我效能感的中介模型

The Influence Mechanism of Anxiety on Students’ Covert Truancy Behaviors: A Mediation Model Based on Self-Efficacy

摘要: 本研究旨在探讨大学生自我效能感、焦虑与隐性逃课行为之间的关系，并构建相应的中介模型。基于个体心理机制视角，提出自我效能感不仅能够直接预测隐性逃课行为，还可能通过焦虑这一中介变量间接发挥作用。研究采用问卷调查法，对301名大学生进行在线施测，使用《一般自我效能感量表》《焦虑自评量表》及《大学生隐性逃课量表》收集数据。数据分析方法包括相关分析、回归分析以及基于Bootstrap方法的中介效应检验。结果显示：(1) 自我效能感与焦虑、隐性逃课均呈显著负相关，焦虑与隐性逃课呈显著正相关；(2) 自我效能感能够显著负向预测隐性逃课行为；(3) 焦虑在自我效能感与隐性逃课之间发挥部分中介作用。研究结果表明，提高大学生自我效能感不仅可以直接降低隐性逃课行为，还可以通过降低焦虑水平间接发挥作用。

Abstract: This study aimed to examine the relationships among self-efficacy, anxiety, and Covert Truancy among college students, and to test a mediation model underlying these variables. From the perspective of individual psychological mechanisms, it was hypothesized that self-efficacy would not only directly predict Covert Truancy but also indirectly influence it through anxiety. A questionnaire survey was conducted among 301 college students using the General Self-Efficacy Scale (GSES), the Self-Rating Anxiety Scale (SAS), and the Covert Truancy Scale for College Students. Data were analyzed using correlation analysis, regression analysis, and bootstrap-based mediation analysis. The results showed that: (1) self-efficacy was significantly negatively correlated with both anxiety and Covert Truancy, while anxiety was significantly positively correlated with Covert Truancy; (2) self-efficacy significantly negatively predicted Covert Truancy; (3) anxiety partially mediated the relationship between self-efficacy and Covert Truancy. These findings suggest that improving self-efficacy among college students may reduce Covert Truancy both directly and indirectly by alleviating anxiety.