【摘要】 基于社会认知理论探讨父母学习期望对大学生学习投入的影响，研究该影响过程中自我效能感的中介作用以及个性化关怀的调节作用。使用学习期望、自我效能感、个性化关怀和学习投入量表，分两个时间点对华东地区两所应用型本科院校566名大学生进行问卷调查，采用线性回归分析检验假设。结果显示：父母学习期望显著地预测大学生学习投入；自我效能感在学习期望与学习投入之间起显著的中介作用；个性化关怀正向调节学习期望与自我效能感之间的关系，也显著地正向调节学习期望——自我效能感——学习投入的间接关系。基于上述研究结果从理论层面进行讨论，在实践层面提出促进学生学习投入的策略建议。更多还原

【Abstract】 Based on social cognitive theory, this study attempts to explore the influence of study expectations from parents on study engagement, investigating the mediation role of self-efficacy and the moderating role of study engagement. Study expectation, self-efficacy,individualized consideration and study engagement scale were adopted to measure students in this study. A two-wave online survey was conducted at two applied undergraduate colleges in East China. This study collected 566 valid data and tested hypotheses through linear regression analysis. The results show that study expectation significantly predicts study engagement. Self-efficacy mediates the positive relationships between study expectation and study engagement. Individualized consideration positively moderates the relationships between study expectation and self-efficacy, and further moderates the indirect effect of study expectation on study engagement via self-efficacy.Based on the above findings discussed at the theoretical level, strategies to promote students’ engagement in learning are suggested at the practical level.更多还原