The Influence of Proactive Personality on Learning Engagement: The Chain Mediating Effect of Perceived Social Support and Positive Emotions

doi:10.12139/j.1672-0628.2022.04.011

Abstract

Abstract: Based on the conservation of resources theory, this study adopted the Proactive Personality Scale, Perceived Social Support Scale, Positive Affect and Negative Affect Scale, and Learning Engagement Scale to examine the effects of proactive personality, perceived social support, and positive emotion on learning engagement. Five hundred and forty-four college students participated in the study. The results of structural equation modeling showed that proactive personality, perceived social support and positive emotion positively predicted students’ learning engagement. Perceived social support and positive emotion played a chain mediation role between proactive personality and learning engagement.

Key words: proactive personality, learning engagement, perceived social support, positive emotion

摘要： 基于资源保存理论，采用主动性人格量表、领悟社会支持量表、正性−负性情绪量表和学习投入量表对544名在校大学生进行问卷调查，通过结构方程建模来考察主动性人格、领悟社会支持和积极情绪对学习投入的影响。结果发现，主动性人格、领悟社会支持和积极情绪均能够正向预测学生学习投入；领悟社会支持和积极情绪在主动性人格对学习投入的影响中起到链式中介作用。

关键词: 主动性人格, 学习投入, 领悟社会支持, 积极情绪

CLC Number:

B844

BAO Xuhui, HUANG Jie, LI Na, LI Jianjun, LI Yahong. The Influence of Proactive Personality on Learning Engagement: The Chain Mediating Effect of Perceived Social Support and Positive Emotions[J]. Studies of Psychology and Behavior, 2022, 20(4): 508-514.

鲍旭辉, 黄杰, 李娜, 李健军, 李亚红. 主动性人格对学习投入的影响：领悟社会支持和积极情绪的链式中介作用[J]. 心理与行为研究, 2022, 20(4): 508-514.

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