积极率在智慧与知识优势与学业自我效能关系中的作用：控制性别与户籍后的中介效应

The Role of Positivity Ratio in the Association between Wisdom and Knowledge Strengths and Academic Self-Efficacy: Mediation after Controlling for Gender and Hukou

摘要: 学业自我效能是影响大学生学习过程和学业发展的重要心理因素。已有研究表明，智慧与知识优势及积极情绪资源可能共同参与学业自我效能的形成，但人口学因素是否影响这一作用过程仍有待检验。在前期研究验证积极率中介作用的基础上，本研究采用便利抽样法调查531名大学生，进一步考察控制性别和户籍后中介效应的稳健性，并评估人口学效应的实际大小。结果显示，智慧与知识优势、积极率与两类学业自我效能均显著相关(ps < 0.05)；分别控制性别和户籍后，积极率的不一致中介效应仍然显著。等效性检验显示，性别对学习行为自我效能的作用在δ = 0.20时可视为较小，其他人口学路径未达到预设等效标准。标准化斜率比较进一步表明，积极率与学习行为自我效能的关联强于其与学习能力自我效能的关联。研究结果支持相关间接效应在控制人口学因素后的稳健性，并提示高校教育工作应重点关注可改变的积极心理资源和学习行为调节。

Abstract: Academic self-efficacy among university students reflects both beliefs about academic competence and confidence in managing learning-related behaviors. Previous research suggests that Wisdom and Knowledge strengths and positive emotional resources are associated with academic self-efficacy. However, whether these associations remain stable after accounting for demographic factors remains unclear. Building on previous evidence supporting the mediating role of the positivity ratio, this study examined whether this indirect association remained significant after controlling for gender and hukou (household registration) status. Equivalence testing was also conducted to evaluate the practical magnitude of demographic effects. Using convenience sampling, a cross-sectional survey was conducted with 531 university students. Participants completed measures of Wisdom and Knowledge strengths, the positivity ratio, and academic self-efficacy. Analyses included correlation analyses, covariate-adjusted mediation models, general linear model (GLM) slope comparisons, and equivalence tests using the two one-sided tests (TOST) procedure. Results showed that Wisdom and Knowledge strengths, the positivity ratio, learning ability self-efficacy, and learning behavior self-efficacy were significantly associated with one another (ps < 0.05). After controlling for gender and household registration status, the indirect effects of Wisdom and Knowledge strengths on both dimensions of academic self-efficacy through the positivity ratio remained significant. The direct and indirect effects were opposite in direction, indicating inconsistent mediation. Equivalence testing showed that the effect of gender on learning behavior self-efficacy fell within the prespecified equivalence bounds (±0.20), suggesting a practically small effect, whereas equivalence was not established for the remaining demographic effects. Standardized GLM slope comparisons further showed that the positivity ratio was more strongly associated with learning behavior self-efficacy than with learning ability self-efficacy. These findings identify Wisdom and Knowledge strengths and the positivity ratio as important psychological correlates of academic self-efficacy and support the stability of the indirect associations after accounting for demographic factors. Educational practice may benefit from emphasizing modifiable psychological and learning resources rather than relying primarily on demographic distinctions.