Xie Jin, Zhang Bo, Yao Zhendong, Peng Biao, Chen Hong, Gao Juan
School of Educational Sciences, Hunan Normal University, Changsha, China.
Mental Health Service Center, Huanghuai University, Zhumadian, China.
Front Psychol. 2022 Apr 6;13:792108. doi: 10.3389/fpsyg.2022.792108. eCollection 2022.
To explore the relationship between adolescents' social mobility belief and their learning engagement, as well as the mediating effect of achievement goal orientation and the moderating effect of psychological capital.
A sample of 895 adolescents from Hunan, Jiangxi, Hainan, Henan, and Guangdong provinces were assessed using the social mobility belief questionnaire, the achievement goal orientation questionnaire, the adolescents' psychological capital questionnaire, and the adolescents' learning engagement questionnaire.
First, adolescents' social mobility belief was positively related to their learning engagement ( = 0.481, < 0.01); Second, the two achievement goal orientations-mastery goal orientations and performance goal orientations-had mediating effects between social mobility belief and learning engagement ( = 0.603, < 0.01; = , < 0.01); Third, the relationship between achievement goal orientation and learning engagement was regulated by psychological capital. Adolescents with high psychological capital had higher learning engagement ( = 0.684, < 0.01).
Adolescents' social mobility belief can directly affect their learning engagement, and it can also indirectly affect their learning engagement through achievement goal orientation moderated by their level of psychological capital. Our findings highlighted the importance of providing adolescents with guidance in setting up positive social values and definitions of success while stimulating their psychological capital as a part of the teaching process.
探讨青少年社会流动信念与学习投入之间的关系，以及成就目标定向的中介作用和心理资本的调节作用。
采用社会流动信念问卷、成就目标定向问卷、青少年心理资本问卷和青少年学习投入问卷，对来自湖南、江西、海南、河南和广东省的895名青少年进行评估。
第一，青少年的社会流动信念与他们的学习投入呈正相关（=0.481，<0.01）；第二，两种成就目标定向——掌握目标定向和成绩目标定向——在社会流动信念和学习投入之间起中介作用（=0.603，<0.01；=，<0.01）；第三，成就目标定向与学习投入之间的关系受到心理资本的调节。心理资本高的青少年学习投入更高（=0.684，<0.01）。
青少年的社会流动信念可以直接影响他们的学习投入，也可以通过心理资本水平调节的成就目标定向间接影响他们的学习投入。我们的研究结果强调了在教学过程中，在激发青少年心理资本的同时，为他们提供关于树立积极社会价值观和成功定义方面指导的重要性。
