Wang Yaxing, Zhang Wen
Mental Health Service Center, Huanghuai University, Zhumadian, China.
School of Psychology, Northwest Normal University, Lanzhou, China.
Front Psychol. 2024 Sep 3;15:1425172. doi: 10.3389/fpsyg.2024.1425172. eCollection 2024.
Despite the return of college students to campus in the post-pandemic era, the deep influence of COVID-19 on learning approaches persists. Existing research has explored fewer mechanisms underlying academic self-efficacy and learning engagement. In line with social cognitive theory, the psychological resilience framework, and vocational socialization theory, this research investigated academic self-efficacy, professional commitment, psychological resilience, and academic engagement among college students in the post-pandemic era. In this research, the focus was on understanding the impact of academic self-efficacy on learning engagement, taking into account gender as a moderator and psychological resilience and professional commitment as mediators.
We conducted a survey with 1,032 college students in Henan Province, China, utilizing the Psychological Resilience Scale, Academic Self-Efficacy Scale, College Student Learning Engagement Questionnaire, and College Student Professional Commitment Scale. SPSS and the Process plugin were used to assess mediating and moderating effects.
Academic self-efficacy significantly and positively correlates with college students' commitment to learning. The positive anticipation of learning engagement facilitated by academic self-efficacy exerts its effect through the fully parallel mediation of psychological resilience and professional commitment. Notably, the mediation effect of professional commitment was greater than that of psychological resilience. Further research found that the mediation of professional commitment was moderated by gender, with female students demonstrating stronger perceptions of professional commitment associated with elevated levels of learning engagement. Gender did not exhibit a significant moderating effect on psychological resilience.
College students' academic self-efficacy, professional commitment, and psychological resilience must be addressed to enhance their learning engagement.
尽管在疫情后时代大学生已重返校园，但新冠疫情对学习方式的深刻影响依然存在。现有研究对学业自我效能感和学习投入背后的机制探讨较少。本研究依据社会认知理论、心理韧性框架和职业社会化理论，调查了疫情后时代大学生的学业自我效能感、专业承诺、心理韧性和学习投入情况。本研究重点在于了解学业自我效能感对学习投入的影响，将性别作为调节变量，心理韧性和专业承诺作为中介变量。
我们对中国河南省的1032名大学生进行了一项调查，使用了心理韧性量表、学业自我效能感量表、大学生学习投入问卷和大学生专业承诺量表。使用SPSS和Process插件来评估中介效应和调节效应。
学业自我效能感与大学生的学习承诺显著正相关。学业自我效能感对学习投入的积极预期通过心理韧性和专业承诺的完全平行中介发挥作用。值得注意的是，专业承诺的中介效应大于心理韧性。进一步研究发现，专业承诺的中介效应受性别调节，女生在学习投入水平较高时对专业承诺的感知更强。性别对心理韧性没有显著的调节作用。
必须关注大学生的学业自我效能感、专业承诺和心理韧性，以提高他们的学习投入。
