Liu Yumin, Cho Gyupan, Liu Xiaomin
School of Teacher Education, Weifang University, Weifang, 261061, Shandong, China.
School of Education, Dong-A University, Busan, 49315, South Korea.
BMC Psychol. 2025 Apr 21;13(1):411. doi: 10.1186/s40359-025-02718-9.
The prevalence of "education fever" in South Korea has subjected students to the pressures of intense academic competition. Consequently, educators face significant challenges in reducing academic burnout and enhancing learning engagement among students. This study aims to explore the influencing factors and internal mechanisms of learning engagement among South Korean middle school students, considering both external factors (parents and teachers) and internal factors (grit).
This study surveyed 2,590 Korean middle school students (1,405 boys and 1,185 girls) to explore the mediating effect of grit (including Grit - PE and Grit - CI) between positive parenting style, positive teacher - student relationships, and learning engagement. Participants were assessed with the Positive Parenting Scale, the Positive Teacher - Student Relationships Scale, the Grit Scale, and the Learning Engagement Scale. Correlations between variables were analyzed by Pearson correlation analysis, and mediation analyses were performed with AMOS 21.0 software.
Positive parenting and positive teacher-student relationships significantly predicted learning engagement. Grit played a fully mediating role between positive parenting and learning engagement, and a partial mediating role between positive teacher-student relationships and learning engagement. Grit-PE and Grit-CI each played a partial mediating role between positive parenting and student engagement. The predictive power of Grit-PE for learning engagement is significantly greater than that of Grit-CI.
The findings of this study suggest that to improve Korean middle school students' learning engagement, interventions could consider factors such as the external environment of family and school, as well as the internal development of a gritty personality.
韩国“教育热”的盛行让学生承受着激烈学业竞争的压力。因此，教育工作者在减轻学生学业倦怠和提高学生学习投入度方面面临重大挑战。本研究旨在探讨韩国中学生学习投入度的影响因素和内在机制，兼顾外部因素（家长和教师）和内部因素（毅力）。
本研究对2590名韩国中学生（1405名男生和1185名女生）进行了调查，以探究毅力（包括毅力-坚持和毅力-兴趣）在积极教养方式、积极师生关系与学习投入度之间的中介作用。参与者使用积极教养量表、积极师生关系量表、毅力量表和学习投入度量表进行评估。通过Pearson相关分析分析变量之间的相关性，并使用AMOS 21.0软件进行中介分析。
积极教养和积极师生关系显著预测学习投入度。毅力在积极教养与学习投入度之间起完全中介作用，在积极师生关系与学习投入度之间起部分中介作用。毅力-坚持和毅力-兴趣在积极教养与学生投入度之间均起部分中介作用。毅力-坚持对学习投入度的预测力显著大于毅力-兴趣。
本研究结果表明，为提高韩国中学生的学习投入度，干预措施可考虑家庭和学校等外部环境以及坚毅性格的内在培养等因素。
