高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用

采用数学能力实体观量表、学业自我效能感量表、消极学业情绪量表（羞愧、厌倦）和数学学习投入量表，对1064名高中生进行调查。结果表明：数学能力实体观、学业自我效能感、羞愧、厌倦和数学学习投入之间均存在显著相关；学业自我效能感、厌倦在数学能力实体观和数学学习投入之间的中介作用均显著；且学业自我效能感-厌倦的链式中介作用也显著。这表明，高中生的数学能力实体观不仅可以直接预测数学学习投入，也可分别经由学业自我效能感、厌倦的中介作用、以及二者的链式中介作用影响数学学习投入。

Relations between Fixed Mindset and Engagement in Math among High School Students: Roles of Academic Self-efficacy and Negative Academic Emotions

Previous studies have highlighted the impact of mathematic engagement on math achievement. Among many factors affecting students' mathematic engagement, the role of mindset has been recognized by researchers over the past few years, but little is known about the mediating mechanisms underlying this relation. The current study aimed to investigate the relationship between mindset and engagement in math, and to explore the mediating effect of academic self-efficacy and negative academic emotions. By using the relevant questionnaires, fixed mindset, academic self-efficacy, negative academic emotions (shame and boredom) and mathematic engagement of 1064 high school students were measured. The results revealed that the negative association between fixed mindset and mathematic engagement was mediated by academic self-efficacy and boredom. These findings contribute to complement and extend the understanding of factors affecting students' engagement in math.