园林专业本科生成就目标定向与学习投入的关系研究——一个条件过程模型检验
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石河子大学

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基金项目:中国高等教育学会2025年度高等教育科学研究规划课题,边疆高校创新创业教育生态系统构建:理论逻辑、现实困境与行动路径,项目编号25CX0302,项目负责人:冶建明;兵团本科教育教学改革研究项目,新农科背景下高校创新创业教育改革研究与实践,项目编号BTBKXM-2024-46,项目负责人:冶建明;中国学位与研究生教育学会农林学科工作委员会2024年研究课题,新农科背景下研究生创新创业教育与“五育”深度融合的困境审视与行动路径,项目编号2024-NLZX-YB115,项目负责人:冶建明;天山英才教育教学名师,项目负责人:冶建明;


A Study on the Relationship Between Achievement Goal Orientation and Learning Engagement Among Undergraduate Students in Landscape Architecture——Test of a Conditional Process Model
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shzu

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    摘要:

    园林专业本科教育在生态文明建设与复合型人才培养中具有重要作用,然而当前学生在学习投入方面存在参与不足、任务完成质量不稳等问题,反映出学习动机与目标导向有待优化。基于成就目标定向理论,构建以专业认同为中介变量、创新创业能力为调节变量的条件过程模型,系统探讨学生学习投入的影响机制。结果表明:1)掌握目标定向与接近目标定向均能正向影响学习投入,且前者作用更为稳定;2)专业认同在两类成就目标定向与学习投入之间均发挥部分中介作用;3)创新创业能力在掌握目标定向对学习投入的影响中起到正向调节作用,而在接近目标定向路径中调节效应不显著。研究揭示了园林专业学生学习投入的多层次心理路径,为优化教学策略、激发学生内生动力提供了理论依据与实践参考。

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    Undergraduate education in Landscape Architecture plays a significant role in ecological civilization construction and the cultivation of interdisciplinary talent. However, current issues such as insufficient participation and unstable task completion quality among students reflect the need for optimization in learning motivation and goal orientation. Based on achievement goal orientation theory, this study constructs a conditional process model with professional identity as the mediating variable and innovation and entrepreneurship capability as the moderating variable, systematically exploring the mechanisms influencing students’ learning engagement. The results indicate that: 1) Both mastery goal orientation and performance-approach goal orientation positively affect learning engagement, with the former having a more stable impact; 2) Professional identity plays a partial mediating role between the two types of achievement goal orientations and learning engagement; 3) Innovation and entrepreneurship capability positively moderates the effect of mastery goal orientation on learning engagement, whereas its moderating effect is not significant in the performance-approach goal orientation path. This study reveals the multi-level psychological pathways of learning engagement among Landscape Architecture students, providing a theoretical basis and practical references for optimizing teaching strategies and enhancing students’ intrinsic motivation.

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  • 收稿日期:2025-11-24
  • 最后修改日期:2026-02-08
  • 录用日期:2026-04-10
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