To reveal the relationship between parental support,hope and learning engagement and the function mechanism of hope between parental support and learning engagement,1872 students from two secondary vocational education schools in central and western areas of Inner Mongolia Autonomous Region were surveyed by using Parental Support Questionnaire,Adult Quality Hope Scale and Learning Engagement Scale.The results showed that there were positive correlations between companion support,emotional support,instrumental support,affirmative value,hope and learning engagement scores,and companion support,instrumental support and affirmative value had positive effects on learning engagement,and emotional support had no significant effect on learning engagement,and companion support,instrumental support and affirmative value had positive effects on hope,while emotional support had negative effects on hope.The analysis for mediating effect found that companion support and instrumental support played a partial mediating role in the effect of secondary vocational students′learning engagement,the mediating effect values were 0.078 and 0.084(P<0.001),accounting for 38.15%and 40.19%of the total mediating effect sizes,respectively,and the hope played a completely mediating role between affirming value and learning engagement.Conclusively,there were close relationship among parental support,hope and learning engagement,and both parental support and hope level directly influenced learning engagement,parental support also indirectly influenced learning engagement through the mediating effect of hope.

采用青少年父母社会支持问卷、成人素质希望量表、学习投入量表,对内蒙古自治区中部和西部各两所中等职业教育学校1872名学生(中职生)进行调查,探索中职生父母支持、希望感与学习投入的关系及希望感在父母支持与学习投入之间的作用机制。结果表明:父母陪伴支持、情感支持、工具性支持、肯定价值、希望感以及学习投入得分两两之间均呈正相关;父母陪伴支持、工具性支持、肯定价值均显著正向作用于学习投入,父母情感支持对学习投入影响作用不显著;父母陪伴支持、工具性支持和肯定价值均显著正向作用于希望感,父母情感支持显著负向作用于希望感;希望感在父母陪伴支持、工具性支持影响中职生学习投入中起到部分中介作用,中介效用值分别为0.078和0.084,中介效应分别占总效应的38.15%和40.19%;希望感在肯定价值与学习投入之间起完全中介作用,中职生父母支持、希望感与学习投入存在密切关系,父母支持与希望感均可以直接影响学习投入,父母支持也可以通过希望感的中介作用间接影响学习投入。

国家自然利一学基金资助项目(62109038);中国科学院心理研究所自主部署资助项目(H210900)