【摘要】 为考察大学生同伴排斥对学习投入的影响，探究执行功能和焦虑在其中的作用以及自我肯定的干预效果。研究1采用整群抽样法进行问卷调查，考察执行功能和焦虑在大学生同伴排斥和学习投入之间的链式中介作用。研究2选取被试128名，采用回忆范式创设同伴“排斥—接纳”情境，进行自我肯定干预，再采用学习情境投射测量学习投入水平，验证同伴排斥对学习投入的影响和自我肯定的干预效果。结果表明：大学生同伴排斥可以负向预测学习投入，执行功能和焦虑在其中起链式中介作用；自我肯定干预能有效调节同伴排斥对学习投入的影响。这说明同伴排斥是降低学习投入的风险因素之一，执行功能和自我肯定干预能有效缓解同伴排斥对学习投入的负面影响。更多还原

【Abstract】 In order to investigate the effect of peer rejection on learning engagement in university students, to explore the role of executive function and anxiety in it, and the intervention effect of self-affirmation. Study 1 used the cluster sampling method to investigate the chain mediating effect of executive function and anxiety on adolescent peer rejection and learning engagement. Study 2 used the recall paradigm to create peer exclusion-acceptance situations, self-affirmation interventions, and measured learning engagement levels through learning context projection, to examine the effects of peer rejection on learning engagement and the effects of self-affirmation interven-tions. Results shows peer rejection can negatively predict university students’ learning input, and executive function and anxiety play a chain mediating role in it. Self-affirmation interventions were effective in regulating the impact of peer rejection on learning engagement.Peer rejection is one of the risk factors for reducing learning engagement, and executive function and self-affirmation interventions can ef-fectively buffer the negative impact of peer rejection on learning engagement.更多还原