Самооценка и учебная вовлеченность китайских школьников: модель с модерацией и медиацией

Контекст и актуальность. Учебная вовлеченность представляет собой позитивное, приносящее удовлетворение психическое состояние, связанное с учебой. В условиях растущих академических и психологических нагрузок изучение ее психологических основ у учащихся средней школы становится крайне важным. Цель. Изучить взаимосвязь между самооценкой и учебной вовлеченностью, а также лежащие в ее основе механизмы. Гипотеза. Самооценка способствует повышению учебной вовлеченности; воспринимаемый стресс опосредует эту взаимосвязь; академическая самоэффективность выступает модератором прямого влияния самооценки и влияния воспринимаемого стресса на учебную вовлеченность. Методы и материалы. В исследовании приняли участие 1684 ученика. Они заполнили четыре опросника: Шкалу самооценки (Self-Esteem Scale); Китайскую шкалу воспринимаемого стресса (Chinese Perceived Stress Scale); Шкалу академической самоэффективности (Academic Self-Efficacy Scale); Шкалу учебной вовлеченности (Learning Engagement Scale). Результаты. Чем выше была самооценка учащихся, тем ниже был их воспринимаемый стресс и тем выше учебная вовлеченность. Воспринимаемый стресс опосредовал связь между самооценкой и учебной вовлеченностью. Академическая самоэффективность выступала модератором как влияния воспринимаемого стресса, так и прямого влияния самооценки на учебную вовлеченность. Выводы. Полученные результаты проясняют механизм, связывающий самооценку и учебную вовлеченность. Также они дают практические инструменты для того, чтобы повысить учебную вовлеченность у учащихся.

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