【作者】 戚心洁； 肖茜丹； 连榕；

【Author】 Qi Xinjie;Xiao Xidan;Lian Rong;School of Psychology,Fujian Normal University;Fujian Chuanzheng Communications College;

【机构】 福建师范大学心理学院； 福建船政交通职业学院；

【摘要】 为探究同伴排斥对青少年学习投入的影响机制及其边界条件。方法:研究1以132名中学生为研究对象,通过回忆范式操纵同伴排斥,采用延迟折扣任务和情景投射范式分别对未来取向和学习投入意愿进行测量,以考察同伴排斥、未来取向和学习投入三者间的关系;研究2以138名中学生为被试,采用Cyberball范式操纵同伴排斥,以未来取向作品分析法对未来取向进行测量,学习投入意愿的测量与研究1相同,并通过问卷形式测量教育价值观。进一步探究教育价值观在同伴排斥和学习投入之间的调节作用和未来取向的中介作用。研究结果表明:同伴排斥能显著负向预测青少年学习投入水平;当教育价值观没有纳入考察时,未来取向的中介作用显著;但当纳入教育价值观考察时,未来取向的中介作用不显著,教育价值观调节作用显著。具体表现为在任何程度的同伴排斥情境下,持有积极教育价值观的青少年的学习投入均无显著差别,但持有消极教育价值观的青少年在高水平同伴排斥情境下的学习投入水平显著低于低水平同伴排斥情景。研究结论揭示了同伴排斥对青少年学习投入产生负面影响的内部机制;以及体现了教育价值观在消极情景下对青少年学习行为的保护作用。这提示教育者应重视对青少年教育价值观的培养和提高,这有利于其更好地应对生活中的压力事件。更多还原

【Abstract】 To explore the mechanism and boundary conditions of peer exclusion on adolescents’ learning engagement,two studies were conducted.In Study 1,132 middle school students participated in a recall paradigm to manipulate peer rejection.The relationships among peer rejection,future orientation,and learning engagement were investigated using a delay discounting task to measure future orientation and a scenario projection paradigm to measure learning engagement.Study 2 involved 138 middle school students and used the Cyberball paradigm to manipulate peer exclusion.Future orientation was measured using future-oriented work analysis,while willingness to learn was measured as in Study 1.Additionally,educational values were assessed through a questionnaire.The study aimed to further explore the moderating effect of educational values on peer exclusion and learning engagement,as well as the mediating effect of future orientation.The results indicate that peer exclusion significantly negatively predicts adolescents’ level of learning engagement.When educational values are not considered,future orientation mediates this relationship significantly.However,when educational values are included,the mediating effect of future orientation becomes non-significant while the moderating effect of educational values remains significant.Specifically,regardless of the level of peer rejection experienced,adolescents with positive educational values exhibit similar levels of learning engagement.On the other hand,adolescents with negative educational values show significantly lower levels of learning engagement in high-level peer rejection situations compared to low-level peer rejection situations.This study sheds light on the internal mechanism behind the negative impact of peer exclusion on adolescents’ learning engagement.It also highlights the protective role of educational values in influencing adolescents’ learning behavior under adverse circumstances.This suggests that education plays an important role in buffering the negative effects caused by peer exclusion on adolescents’ academic involvement.更多还原