成就动机与学业倦怠、学业投入: 未来取向应对的纵向中介作用

为探究成就动机对学业倦怠、学业投入的影响机制, 选取3个时间点, 采用成就动机量表(AMS)、未来取向应对量表(PCI)、学业倦怠量表(MBI-SS)以及学业投入量表(UWES-S)对163名高中生施测, 并对数据进行结构方程模型分析。结果显示, 追求成功的动机通过未来取向应对二阶段序列机制减缓个体的学业倦怠, 促进学业投入; 而避免失败的动机只通过未来取向应对的预先应对阶段减缓个体的学业倦怠, 促进学业投入。在实践中, 需要根据个体成就动机的具体类型, 采取不同的干预策略来改善其学业状态。

From Achievement Motivation to Academic Burnout and Engagement: Longitudinal Mediating Effect of Future-Oriented Coping

To explore the mediating role of future-oriented coping in the relation of achievement motivation with academic burnout and engagement, 163 high school students were measured with Achievement Motivation Scale (AMS), Proactive Coping Inventory (PCI), Maslach Burnout Inventory-Student Survey (MBI-SS) and Engagement Scale-Student Version (UWES-S) at three time intervals. Results of the SEM show that motive to approach success influences academic burnout and engagement through preventive coping and proactive coping, but motive to avoid failure affects academic burnout and engagement only through proactive coping. Therefore, the content of inter- ventions taking to improve study state should depend on the type of the achievement motivation.