The Impact of Proactive Personality on Learning Engagement in Junior Middle School Students: The Chain Mediating Effect of Perceived Teachers'Support and Positive Emotion
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摘要: 为了探讨初中生主动性人格、感知教师支持、积极情绪和学习投入之间的关系。采用主动性人格量表、感知教师支持量表、积极情绪量表和学习投入量表对624名初中生进行调查。结果表明：（1）初中生主动性人格与感知教师支持、积极情绪、学习投入均呈显著正相关；初中生感知教师支持与积极情绪、学习投入均呈显著正相关；初中生积极情绪与学习投入呈显著正相关。（2）感知教师支持和积极情绪在初中生主动性人格对学习投入影响中的中介作用显著，该中介作用包含3条路径：感知教师支持的单独中介作用、积极情绪的单独中介作用以及感知教师支持和积极情绪的链式中介作用。研究结果揭示了初中生主动性人格对学习投入影响的内在机制，能够作为提升初中生学习投入水平的有效理论依据。Abstract: To explore the relationship between proactive personality, perceived teachers'support, positive emotion and learning engagement among junior middle school students, a total of 624 junior middle school students were surveyed using the Proactive Personality Scale, Perceived Teachers'Support Scale, Positive Emotion Scale and Learning Engagement Scale. The results show that:(1) Proactive personality was positively correlated with perceived teachers'support, positive emotion and learning engagement; Perceived teachers'support was positively correlated with positive emotion and learning engagement; Positive emotion was positively correlated with learning engagement. (2) Perceived teacher support and positive emotions play a significant mediating role in the influence of proactive personality on learning engagement of junior middle school students, which contained three mediating paths-the mediator of perceived teachers'support; the mediator of positive emotion; the chain mediating role of both perceived teachers'support and positive emotion. The results show that proactive personality not only directly predicted the learning engagement of junior middle school students, but also indirectly predicted learning engagement through perceived teachers'support and positive emotion. The results suggested that the effects and mechanisms of proactive personality on learning engagement, which is provide effective theoretical basis for improving the learning engagement level of junior middle school students.
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