The Relationship Between Perceived Class Climate and Academic Engagement for Secondary Vocational School Students: Professional Identity as a Mediator and Personal Growth Initiative as a Moderator

doi:10.12139/j.1672-0628.2026.04.010

Abstract

Abstract:

Within the framework of the Integrative Development-in-Sociocultural-Context Model, this study examined the relationship between perceived class climate and academic engagement among secondary vocational school students, as well as its underlying mechanisms. A sample of 1282 secondary vocational school students was recruited to fill out the Student-Perceived Classroom Interpersonal Harmony Scale, Professional Identity Scale, Academic Engagement Scale, and Personal Growth Initiative Scale. Results showed that: 1) perceived class climate positively predicted academic engagement; 2) professional identity partially mediated the relationship between the perceived class climate and academic engagement; 3) personal growth initiative moderated all paths within the mediation model “perceived class climate → professional identity → academic engagement”. The results have important theoretical and practical implications for improving the study engagement of secondary vocational school students.

Key words: perceived class climate, academic engagement, professional identity, personal growth initiative, secondary vocational school students

摘要：

基于社会文化情境整合发展模型，探究感知班级氛围与中职生学习投入的关系及其潜在作用机制。采用学生感知的班级人际和谐问卷、专业认同问卷、学习投入量表及个人成长主动性量表对1282名中职生进行施测。结果发现：(1)感知班级氛围正向预测中职生学习投入；(2)专业认同在感知班级氛围与中职生学习投入的关系间起部分中介作用；(3)个人成长主动性在“感知班级氛围→专业认同→学习投入”这一中介模型的所有路径中均起调节作用。研究结果对提高中职生学习投入具有重要理论价值和实践意义。

关键词: 感知班级氛围, 学习投入, 专业认同, 个人成长主动性, 中职生

CLC Number:

B844

Lulu XUE, Miaoyi ZHANG, Meng SUN, Ping FANG, Yuan JIANG. The Relationship Between Perceived Class Climate and Academic Engagement for Secondary Vocational School Students: Professional Identity as a Mediator and Personal Growth Initiative as a Moderator[J]. Studies of Psychology and Behavior, 2026, 24(4): 509-516.

薛璐璐, 张苗怡, 孙蒙, 方平, 姜媛. 感知班级氛围与中职生学习投入的关系：专业认同的中介作用和个人成长主动性的调节作用[J]. 心理与行为研究, 2026, 24(4): 509-516.

Figures/Tables 7

References 0

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变量	M(SD)	1	2	3	4	5	6
1.年级^a
2.性别^b
3.年龄	15.72(1.68)
4.感知班级氛围	3.79(0.72)	0.09	−0.11^**	0.07
5.专业认同	4.04(0.89)	0.03	−0.07^**	0.02	0.42^**
6.学习投入	4.26(1.88)	0.08	−0.08^**	0.08	0.51^**	0.52^**
7.个人成长主动性	4.37(1.08)	0.02	−0.08^**	0.01	0.45^**	0.44^**	0.47^**

变量	M(SD)	1	2	3	4	5	6
1.年级^a
2.性别^b
3.年龄	15.72(1.68)
4.感知班级氛围	3.79(0.72)	0.09	−0.11^**	0.07
5.专业认同	4.04(0.89)	0.03	−0.07^**	0.02	0.42^**
6.学习投入	4.26(1.88)	0.08	−0.08^**	0.08	0.51^**	0.52^**
7.个人成长主动性	4.37(1.08)	0.02	−0.08^**	0.01	0.45^**	0.44^**	0.47^**

预测变量	方程1(专业认同)		方程2(学习投入)		方程3(学习投入)
预测变量	β	t	β	t	β	t
性别	−0.05	−1.07	−0.05	−1.02	−0.02	−0.65
感知班级氛围	0.42	16.56^***	0.50	20.95^***	0.34	14.19^***
专业认同					0.37	15.52^***
R²		0.18		0.26		0.37
F		141.85^***		141.85^***		259.05^***

预测变量	方程1(专业认同)		方程2(学习投入)		方程3(学习投入)
预测变量	β	t	β	t	β	t
性别	−0.05	−1.07	−0.05	−1.02	−0.02	−0.65
感知班级氛围	0.42	16.56^***	0.50	20.95^***	0.34	14.19^***
专业认同					0.37	15.52^***
R²		0.18		0.26		0.37
F		141.85^***		141.85^***		259.05^***

预测变量	方程1(专业认同)		方程2(学习投入)
预测变量	β	t	β	t
性别	−0.03	−0.71	−0.20	−0.50
感知班级氛围	0.23	8.43^***	0.26	10.50^***
专业认同			0.33	12.88^***
个人成长主动性	0.33	12.35^***	0.21	8.30^***
交互项1	−0.14	−7.14^***	−0.12	−4.96^***
交互项2			0.12	4.72^***
R²		0.28		0.42
F		128.23^***		154.82^***