背景:正念和学业自我效能感被认为是中介变量,以成功的学术认同为外生变量。这项研究的背景集中在心理因素在塑造一年级高中生学术认同中的重要性。
目的:研究的主要目的是调查基本心理需求之间的关系,正念,学业自我效能感,和成功的学术身份。具体来说,该研究探讨了基本心理需求对正念和学业自我效能感介导的成功学术认同的直接和间接影响。
方法:研究采用描述性方法,利用相关研究和结构方程模型。以河南司法警官职业学院355名本科生为样本,河南,中国,通过多级整群抽样随机选择。使用既定的量表收集数据,包括基本心理需求量表,贝尔正念量表,詹金斯和摩根学术自我效能感量表,以及Vas和Isakson成功的学术认同量表。使用AMOS22软件进行数据分析。
结果:研究结果表明,基本的心理需求直接和间接地影响成功的学术认同。正念在这种关系中起着中介作用。然而,学业自我效能感并没有在很大程度上调节基本心理需求对成功学业认同的影响(p>0.05)。这些结果突出了心理需求之间的复杂动态,正念,学业自我效能感,以及在指定学年的高中生中成功的学术认同。
结论:研究结果表明有针对性的干预措施,例如为家庭和教师举办的研讨会,以解决基本需求,以及心理学家和学校辅导员的干预措施,以提高正念。此外,组织教育课程对于培养有利于本科生成功学术认同的支持性环境至关重要。
BACKGROUND: Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students.
OBJECTIVE: The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy.
METHODS: The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan,
China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software.
RESULTS: The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year.
CONCLUSIONS: The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students.