大学生认识性好奇心与学习投入的关系：自我控制双系统的中介和调节作用

The Relationship between Epistemic Curiosity and Learning Engagement among College Students: The Mediating and Moderating Effect of the Dual-Systems of Self-Control

摘要: 为探讨大学生认识性好奇心、学习投入、自我控制的关系及作用机制，采用修订后的I/D认识性好奇心量表、学习投入量表、自我控制双系统量表，对广东省202名高校大学生进行施测。结果发现：1) 认识性好奇心对学习投入有显著的正向预测作用；2) 自我控制双系统的自我控制系统在认识性好奇心与学习投入之间发挥部分中介作用；3) “认识性好奇心→学习投入”这一直接路径受到自我控制双系统的冲动系统的调节，具体表现在：相对于高冲动系统水平，在低冲动系统水平的条件下，认识性好奇心对学习投入的预测作用增强。本研究揭示了认识性好奇心和自我控制对学习投入的影响机制，为如何提高大学生的学习投入提供一定的现实指导意义。

Abstract: In order to explore the relationship and mechanism of epistemic curiosity, learning engagement and self-control among college students, the revised I/D epistemic curiosity scale, learning engagement scale and the dual-systems of self-control scale were used to test 202 college students in Guangdong Province. The results showed that: 1) Epistemic curiosity had a significant positive predictive effect on learning engagement; 2) The self-control system of the dual-systems of self-control plays a partial mediating role between epistemic curiosity and learning engagement; 3) The direct path of “epistemic curiosity → learning engagement” is regulated by the impulse system of the dual-systems of self-control, which is manifested in: relative to the level of high impulse system, the predictive effect of epistemic curiosity on learning input is enhanced under the condition of low impulse system level. This study reveals the influence mechanism of epistemic curiosity and self-control on learning engagement, and provides practical guidance for how to improve college students’ learning engagement.