我们的网站为什么显示成这样？

可能因为您的浏览器不支持样式，您可以更新您的浏览器到最新版本，以获取对此功能的支持，访问下面的网站，获取关于浏览器的信息：

|本期目录/Table of Contents|

 大学生自我领导力与课堂参与度的关系:自我控制的中介作用和感知有用性的调节作用(PDF)

《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:
 2024年01期
页码:
 44-51
栏目:
 应用心理学
出版日期:
 2024-02-20

文章信息/Info

Title:
 The Relationship between Self-leadership and Classroom Engagement in College Students:The Mediating Effect of Self-control and Moderating Effect of Perceived Usefulness
文章编号:
1003-5184(2024)01-0044-08
作者:
 徐广路1; 王皓天2; 吴 崇1
 (1.南京信息工程大学商学院,南京 210044; 2.武汉大学经济与管理学院,武汉 430072)
Author(s):
 Xu Guanglu1; Wang Haotian2; Wu Chong1
 (1.School of Business,Nanjing University of Information Science and Technology,Nanjing 210044; 2.Economics and Management School,Wuhan University,Wuhan 430072)
关键词:
 大学生;  自我领导力;  自我控制;  感知有用性;  课堂参与度
Keywords:
 college students;  self-leadership;  self-control;  perceived usefulness;  classroom engagement
分类号:
 B848
DOI:
 -
文献标识码:
 A
摘要:
 为探讨大学生自我领导力与课堂参与度的关系及作用机制,对410名在校大学生进行调查。结果发现:(1)自我领导力对自我控制和课堂参与度均有显著正向影响;(2)自我控制在自我领导力对课堂参与度的影响中起中介作用;(3)感知有用性在自我控制对课堂参与度的影响中起正向调节作用;(4)自我领导力通过自我控制对课堂参与度的间接影响受到了感知有用性的正向调节。研究结果揭示了大学生自我领导力对课堂参与度的影响机制,对提高大学生课堂参与度具有重要的实践启示。
Abstract:
 To explore the relationship and mechanism between self-leadership and classroom engagement in college students.A total of 410 college students participated in the survey.The results showed that(1)Self-leadership significantly and positively affected the self-control and classroom engagement;(2)Self-control mediated the relationship between self-leadership and classroom engagement;(3)Perceived usefulness positively moderated the relationship between self-control and classroom engagement;(4)The indirect effect of self-leadership on classroom engagement through self-control was positively moderated by perceived usefulness.These findings reveal the mechanism of the influence of self-leadership on classroom engagement in college students,which has important practical implications for improving college students' classroom engagement.

参考文献/References

 蔡林,贾绪计.(2020).学业自我效能感与在线学习投入的关系:学习动机和心流体验的链式中介作用.心理与行为研究,18(6),805-811.
楚啸原,刘珂,理原,雷雳.(2021).感知易用性会影响网络游戏中虚拟商品的使用意愿么?——感知有用性和玩家神经质的作用.心理科学,44(1),134-140.
况姗芸,张慧,卢昀,周国林.(2019).基于PRATAM的高校学生SPOC学习意愿影响因素模型构建研究.现代远距离教育,(5),34-42.
李馨,刘培,李爱梅,王笑天,张俊巍.(2022).领导非工作时间电子通信预期影响下属工作绩效的多路径模型.心理学报,54(8),964-978.
唐晓莉,宋之杰.(2020).调节定向视角下在线评论感知有用性的眼动研究.心理科学,43(1),46-52.
王明忠,王梦然,王静.(2018).父母冲突损害青少年学业成绩:努力控制与课堂参与的中介作用.心理发展与教育,34(4),434-442.
王晓辰,谢江佩,赵映振.(2017).自我领导的个体会减少非伦理行为吗?——问责与法规型伦理氛围的作用.商业经济与管理,37(5),52-61.
王正新,寿铭焕.(2022).消费者环境知识对绿色消费意向的影响机制研究——基于感知有用性的中介效应分析.浙江学刊,(1),123-132.
徐佳丽,崔照笛,唐佳益.(2021).本科生课堂参与的质性研究.高教探索,(12),58-65.
曾琦.(2004).关于小学教师对学生课堂参与的内隐观的研究.心理学科,27(5),1228-1229.
张哲,王以宁,陈晓慧,高焱.(2016).MOOC持续学习意向影响因素的实证研究——基于改进的期望确认模型.电化教育研究,37(5),30-36.
赵聪环,周作宇.(2017).论大学生的自我领导力教育.大学教育科学,(2),97-103.
周浩,龙立荣.(2004).共同方法偏差的统计检验与控制方法.心理科学进展,12(6),942-950.
Amundsen,S.,& Martinsen,O.L.(2014).Empowering leadership:Construct clarification,conceptualization,and validation of a new scale.The Leadership Qquarterly,25(3),487-511.
Appleton,J.J.,Christenson,S.L.,& Furlong,M.J.(2008).Student engagement with school:Critical conceptual and methodological issues of the construct.Psychology in the Schools,45(5),369-386.
Baron,R.M.,& Kenny,D.A.(1986).The moderator-mediator variable distinction in social psychological research:Conceptual,strategic,and statistical considerations.Journal of Personalityand Social Psychology,51(6),1173-1182.
Becker,D.R.,Miao,A.,Duncan,R.,& McClelland,M.M.(2014).Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement.Early Childhood Research Quarterly,29(4),411-424.
Boekaerts,M.,& Corno,L.(2005).Self-regulation in the classroom:A perspective on assessment and intervention.Applied Psychology,54(2),199-231.
Breevaart,K.,Bakker,A.B.,Demerouti,E.,& Derks,D.(2016).Who takes the lead?A multi-source diary study on leadership,work engagement,and job performance.Journal of Organizational Behavior,37(3),309-325.
Büchele,S.(2021).Evaluating the link between attendance and performance in higher education:The role of classroom engagement dimensions.Assessment & Evaluation in Higher Education,46(1),132-150.
Buhs,E.S.(2005).Peer rejection,negative peer treatment,and school adjustment:Self-concept and classroom engagement as mediating processes.Journal of School Psychology,43(5),407-424.
Christenson,S.,Reschly,A.L.,& Wylie,C.(2012).Handbook of research on student engagement(Vol.840).New York:Springer.
Cleary,T.J.(2006).The development and validation of the self-regulation strategy inventory—self-report.Journal of School Psychology,44(4),307-322.
Cleary,T.J.,& Chen,P.P.(2009).Self-regulation,motivation,and math achievement in middle school:Variations across grade level and math context.Journal of School Psychology,47(5),291-314.
Davis,F.D.(1989).Perceived usefulness,perceived ease of use,and user acceptance of information technology.Mis Quarterly,13(3),319-340.
Dierendonck,C.,Tóth-Király,I.,Morin,A.J.,Kerger,S.,Milmeister,P.,& Poncelet,D.(2021).Testing associations between global and specific levels of student academic motivation and engagement in the classroom.The Journal of Experimental Education,91(1),101-124.
Feldman,J.M.,& Lynch,J.G.(1988).Self-generated validity and other effects of measurement on belief,attitude,intention,and behavior.Journal of Applied Psychology,73(3),421-435.
Fredricks,J.A.,Blumenfeld,P.C.,& Paris,A.H.(2004).School engagement:Potential of the concept,state of the evidence.Review of Educational Research,74(1),59-109.
Furtner,M.R.,Baldegger,U.,& Rauthmann,J.F.(2013).Leading yourself and leading others:Linking self-leadership to transformational,transactional,and laissez-faire leadership.European Journal of Work and Organizational Psychology,22(4),436-449.
Havik,T.,& Westergård,E.(2020).Do teachers matter?Students'perceptions of classroom interactions and student engagement.Scandinavian Journal of Educational Research,64(4),488-507.
Hayes,A.F.(2017).Introduction to mediation,moderation,and conditional process analysis:A regression-based approach.New York:Guilford Publications.
Helme,S.,& Clarke,D.(2001).Identifying cognitive engagement in the mathematics classroom.Mathematics Education Research Journal,13(2),133-153.
Ho,J.,& Nesbit,P.L.(2009).A refinement and extension of the self-leadership scale for the Chinese context.Journal of Managerial Psychology,24(5),450-476.
Houghton,J.D.,& Neck,C.P.(2002).The revised self-leadership questionnaire:Testing a hierarchical factor structure for self-leadership.Journal of Managerial Psychology,17(8),672-691.
Houghton,J.D.,Dawley,D.,& DiLiello,T.C.(2012b).The abbreviated self-leadership questionnaire(ASLQ):A more concise measure of self-leadership.International Journal of Leadership Studies,7(2),216-232.
Houghton,J.D.,Wu,J.,Godwin,J.L.,Neck,C.P.,& Manz,C.C.(2012a).Effective stress management:A model of emotional intelligence,self-leadership,and student stress coping.Journal of Management Education,36(2),220-238.
Iyer,R.V.,Kochenderfer-Ladd,B.,Eisenberg,N.,& Thompson,M.(2010).Peer victimization and effortful control:Relations to school engagement and academic achievement.Merrill Palmer Q(Wayne State Univ Press),56(3),361-387.
Knotts,K.G.,& Houghton,J.D.(2021).You can't make me! The role of self-leadership in enhancing organizational commitment and work engagement.Leadership & Organization Development Journal,42(5),748-762.
Knotts,K.,Houghton,J.D.,Pearce,C.L.,Chen,H.,Stewart,G.L.,& Manz,C.C.(2022).Leading from the inside out:A meta-analysis of how,when,and why self-leadership affects individual outcomes.European Journal of Work and Organizational Psychology,31(2),273-291.
Kong,Y.(2021).The role of experiential learning on students' motivation and classroom engagement.Frontiers in Psychology,12,771272.
Köstereliogˇlu,M.A.(2021).Self-leadership perception and emotional intelligence as the predictors of cognitive flexibility.Problems of Education in the 21st Century,79(5),700-715.
Lee,S.K.(2020).The relationship among pre-class learning participation,task value,learning presence,class participation,learning satisfaction in teaching profession courses with flipped learning.Journal of Learner-Centered Curriculum and Instruction,20(1),127-153.
Li,Y.,& Lerner,R.M.(2013).Interrelations of behavioral,emotional,and cognitive school engagement in high school students.Journal of Youth and Adolescence,42(1),20-32.
Liew,J.,Chen,Q.,& Hughes,J.N.(2010).Child effortful control,teacher-student relationships,and achievement in academically at-risk children:Additive and interactive effects.Early Childhood Research Quarterly,25(1),51-64.
Manz,C.C.(1986).Self-leadership:Toward an expanded theory of self-influence processes in organizations.Academy of Management Review,11(3),585-600.
Matthews,J.S.,Ponitz,C.C.,& Morrison,F.J.(2009).Early gender differences in self-regulation and academic achievement.Journal of Educational Psychology,101(3),689-704.
Müller,T.,& Niessen,C.(2018).Self-leadership and self-control strength in the work context.Journal of Managerial Psychology,33(1),74-92.
Napiersky,U.,& Woods,S.A.(2018).From the workplace to the classroom:Examining the impact of self-leadership learning strategies on higher educational attainment and success.Innovations in Education and Teaching International,55(4),441-449.
Neck,C.P.,& Houghton,J.D.(2006).Two decades of self-leadership theory and research:Past developments,present trends,and future possibilities.Journal of Managerial Psychology,21(4),270-295.
Neck,C.P.,& Manz,C.C.(2010).Mastering self-leadership:Empowering yourself for personal excellence(5th ed.).Upper Saddle River,NJ:Prentice Hall.
Núñez,J.L.,& León,J.(2019).Determinants of classroom engagement:A prospective test based on self-determination theory.Teachers and Teaching,25(2),147-159.
Olivier,E.,Archambault,I.,De Clercq,M.,& Galand,B.(2019).Student self-efficacy,classroom engagement,and academic achievement:Comparing three theoretical frameworks.Journal of Youth and Adolescence,48(2),326-340.
Podsakoff,P.M.,MacKenzie,S.B.,Lee,J.,& Podsakoff,N.P.(2003).Common method biases in behavioral research:A critical review of the literature and recommended remedies.Journal of Applied Psychology,88(5),879-903.
Preacher,K.J.,Rucker,D.D.,& Hayes,A.F.(2007).Addressing moderated mediation hypotheses:Theory,methods,and prescriptions.Multivariate Behavioral Research,42(1),185-227.
Prussia,G.E.,Anderson,J.S.,& Manz,C.C.(1998),Self-leadership and performance outcomes:The mediating influence of self-efficacy. Journal of Organizational Behavior,19(5),523-538.
Reeve,J.(2013).How students create motivationally supportive learning environments for themselves:The concept of agentic engagement.Journal of Educational Psychology,105(3),579-595.
Reeve,J.,& Lee,W.(2014).Students' classroom engagement produces longitudinal changes in classroom motivation.Journal of Educational Psychology,106(2),527-540.
Rossi,R.A.,Krouse,A.M.,& Klein,J.(2021).Undergraduate student stress,classroom engagement,and self-directed learning postcurricular revision.Journal of Nursing Education,60(10),566-569.
Searle,A.K.,Miller-Lewis,L.R.,Sawyer,M.G.,& Baghurst,P.A.(2013).Predictors of children's kindergarten classroom engagement:Preschool adult-child relationships,self-concept,and hyperactivity/inattention.Early Education & Development,24(8),1112-1136.
Silk,J.S.,Steinberg,L.,& Morris,A.S.(2003).Adolescents' emotion regulation in daily life:Links to depressive symptoms and problem behavior.Child Development,74(6),1869-1880.
Skinner,E.A.,Kindermann,T.A.,& Furrer,C.J.(2009).A Motivational Perspective on Engagement and Disaffection:Conceptualization and Assessment of Children's Behavioral and Emotional Participation in Academic Activities in the Classroom.Educational and Psychological Measurement,69(3),493-525.
Stewart,G.L.,Courtright,S.H.,& Manz,C.C.(2011).Self-leadership:A multilevel review.Journal of Management,37(1),185-222.
Sussman,S.W.,& Siegal,W.S.(2003).Informational influence in organizations:An integrated approach to knowledge adoption.Information Systems Research,14(1),47-65.
Tangney,J.P.,Boone,A.L.,& Baumeister,R.F.(2018).High self-control predicts good adjustment,less pathology,better grades,and interpersonal success.Journal of Personality,72(2),271-324.
Touré-Tillery,M.,& Fishbach,A.(2015).It was(n' t)me:Exercising restraint when choices appear self-diagnostic.Journal of Personality and Social Psychology,109(6),1117-1131.
Virtanen,T.E.,Lerkkanen,M.K.,Poikkeus,A.M.,& Kuorelahti,M.(2015).The relationship between classroom quality and students' engagement in secondary school.Educational Psychology,35(8),963-983.
Wang,Y.,Gao,H.,Liu,J.,& Fan,X.(2021).Academic procrastination in college students:The role of self-leadership.Personality and Individual Differences,178,110866.
Wolters,C.A.(2004).Advancing Achievement Goal Theory:Using Goal Structures and Goal Orientations to Predict Students' Motivation,Cognition,and Achievement.Journal of Educational Psychology,96(2),236-250.

备注/Memo

备注/Memo:
 基金项目:江苏省高等教育教改研究重点课题(2023JSJG086)。
通讯作者:徐广路,E-mail: xgl@nuist.edu.cn。
更新日期/Last Update:  2024-02-20