学业成就与自我教育关系：有调节的中介模型

The Relationship between Academic Achievement and Self-Education: A Moderated Mediation Model

摘要: 为探究学业成就与自我教育能力的关系以及社会支持在二者关系中的作用，本研究采用当代青年学业成就与自我教育能力关系量表，对132名大学生进行调查。结果发现，学业成就与自我教育能力之间呈显著正相关；主观能动性在大学生学业成就与自我教育能力的关系中起部分中介作用；社会支持在大学生的学业成就与自我教育能力关系中起到了调节作用，且调节了大学生的学业成就与自我教育能力关系中的中介作用，具体表现为调节了该中介模型的前段路径。因此，在学业成就与自我教育能力水平之间存在一个有调节的中介模型。

Abstract: In order to explore the relationship between academic achievement and self-education ability and the role of social support in the relationship between them, this study used the Contemporary Youth Academic Achievement and Self-Education Ability Scale to investigate 132 college students. The results show that there is a significant positive correlation between academic achievement and self-education ability. Subjective initiative partially mediates the relationship between academic achievement and self-education ability of college students. Social support plays a moderating role in the relationship between college students’ academic achievement and self-education ability, and moderates the mediating role in the relationship between college students’ academic achievement and self-education ability, specifically by moderating the previous path of the mediation model. Therefore, there is a moderated mediating model between academic achievement and self-education ability level.