主动性人格对高职生学校联结的影响：核心自我评价与应对自我效能感的链式中介作用

The Effect of Proactive Personality on School Connectedness in Vocational College Students: The Chain Mediating Role of Core Self-Evaluation and Coping Self-Efficacy

摘要: 目的：学校联结感是青少年学业成就与心理健康的重要保护性因素，但高职生群体的学校联结感普遍偏低，其形成机制尚待深入探讨。本研究基于社会认知理论，构建链式中介模型，考察主动性人格对高职生学校联结感的影响，以及核心自我评价与应对自我效能感在其中的中介作用。方法：采用整群抽样法选取某高职院校2081名学生为被试，施测主动性人格量表、核心自我评价量表、应对自我效能感量表和学校联结量表，运用SPSS 26.0与PROCESS宏程序进行数据分析，使用Bootstrap法检验中介效应。结果：主动性人格显著正向预测高职生学校联结感(β = 0.1362, p < 0.001)。Bootstrap检验表明，三条间接路径均显著：通过核心自我评价的中介效应(效应值 = 0.0410，95% CI [0.0201, 0.0635])、通过应对自我效能感的中介效应(效应值 = 0.3963，95% CI [0.3334, 0.4607])，以及核心自我评价与应对自我效能感的链式中介效应(效应值 = 0.0482，95% CI [0.0375, 0.0600])，总间接效应值为0.4854 (95% CI [0.4194, 0.5538])。结论：主动性人格不仅直接正向预测高职生学校联结感，还通过核心自我评价和应对自我效能感的三条间接路径发挥积极作用，其中应对自我效能感是最主要的中介变量。这些发现为社会认知理论“人格→认知→信念→行为”框架在高职生群体中的应用提供了实证证据，同时提示，提升学生的应对自我效能感可能是高职院校增强其学校归属感的有效途径。

Abstract: Objective: School connectedness serves as a critical protective factor for academic achievement and mental health among adolescents. However, vocational college students generally report lower levels of school belonging and encounter complex psychological adaptation challenges. Drawing upon social cognitive theory, this study constructed a chain mediation model to investigate the relationship between proactive personality and school connectedness, with a particular focus on the sequential mediating roles of core self-evaluation and coping self-efficacy. Methods: A total of 2,081 vocational college students (66.9% male) completed self-report measures of proactive personality, core self-evaluation, coping self-efficacy, and school connectedness. All instruments demonstrated satisfactory reliability, with Cronbach’s α coefficients ranging from 0.840 to 0.972. Data were analyzed using SPSS 26.0 and PROCESS macro, and the significance of indirect effects was tested using a bias-corrected bootstrap procedure with 5,000 resamples. Results: Correlation analyses indicated that proactive personality was positively correlated with core self-evaluation (r = 0.510, p < 0.001), coping self-efficacy (r = 0.860, p < 0.001), and school connectedness (r = 0.622, p < 0.001). Regression analyses revealed that proactive personality significantly predicted core self-evaluation (β = 0.5098, p < 0.001). Both proactive personality (β = 0.7667, p < 0.001) and core self-evaluation (β = 0.1829, p < 0.001) significantly predicted coping self-efficacy, accounting for 76.43% of its variance. When all predictors were entered simultaneously, core self-evaluation (β = 0.0803, p < 0.001) and coping self-efficacy (β = 0.5169, p < 0.001) remained significant predictors of school connectedness, alongside a significant direct effect of proactive personality (β = 0.1362, p < 0.001). Bootstrap analysis showed that all three indirect pathways were significant: via core self-evaluation alone (effect = 0.0410, 95% CI [0.0201, 0.0635]), via coping self-efficacy alone (effect = 0.3963, 95% CI [0.3334, 0.4607]), and sequentially via core self-evaluation and coping self-efficacy (effect = 0.0482, 95% CI [0.0375, 0.0600]). The total indirect effect was 0.4854 (95% CI [0.4194, 0.5538]), and coping self-efficacy emerged as the predominant mediating mechanism. Conclusion: Proactive personality not only directly and positively predicts school connectedness among vocational college students, but also exerts positive effects through three indirect pathways via core self-evaluation and coping self-efficacy, among which coping self-efficacy emerges as the most prominent mediating variable. These findings provide empirical evidence for the application of the “personality → cognition → belief → behavior” framework of social cognitive theory in the vocational college student population, while also suggesting that enhancing students’ coping self-efficacy may be an effective pathway for vocational colleges to foster school belonging.