青少年社交焦虑与学习投入的关系:意向性自我调节的解释作用及其年龄差异

本研究以6所初中、高中和大学1597名青少年为被试，一方面考察了社交焦虑、意向性自我调节和学习投入在青少年发展中的特点；另一方面考察了青少年社交焦虑与学习投入之间的关系，以及意向性自我调节在两者关系的中介作用及其不同青少年期之间的差异。结果发现：（1）随着青少年年龄增长其社交焦虑水平降低，相对于青少年中晚期，青少年中期学习投入水平较低；（2）社交焦虑可以显著负向预测青少年的学习投入；（3）意向性自我调节在社交焦虑与青少年学习投入之间起中介作用；（4）青少年中晚期群体意向性自我调节的中介作用显著，但是青少年早期意向性自我调节的中介作用不显著。结果表明：首先，青少年随着年龄的增长可以减缓社交焦虑水平；其次，青少年中期面临复杂的发展任务，这样不利于其学习投入；最后，社交焦虑可以显著预测青少年学习投入，并且在青少年中晚期意向性自我调节是两者关系的中介桥梁。

Relationship between Social Anxiety and Academic Engagement among Adolescence:The Mediating Role of Intentional Self-regulation and the Age Difference

In this study,1597 adolescents were recruited from 6 middle schools,high schools and universities.On the one hand,the characteristics of social anxiety,intentional self-regulation and academic engagement in the development of adolescents were investigated;On the other hand,the study was investigated to examine the mediating effect of intentional self-regulation and the moderating of puberty between social anxiety and academic engagement.The results showed:(1)As adolescence age,their levels of social anxiety decrease;Compared to middle and late adolescence,the level of academic engagement is low in middle adolescence;(2)The social anxiety can significantly negative predictor of the academic engagement of adolescents;(3)The intentional self-regulation plays a completely mediating role between social anxiety and academic engagement;(4)The mediating effect of intentional self-regulation in middle and late adolescence was significant,but the mediating effect of intentionality self-regulation is not significant in early adolescence.It means:(1)Adolescence can reduce their levels of social anxiety as they age;(2)Middle adolescence is faced with complex developmental tasks,which are not conducive to their academic engagement;(3)Social anxiety can significantly predict adolescents academic engagement,and intentional self-regulation is the intermediary bridge between middle and late adolescence.