Study On The Relationship Of Academic Self-concept,Social Support And Study Engagement Of College Students

Objective:Higher education is an important symbol of a country's development level and potential.Therefore,the Eighteenth National Congress of the Communist Party of China proposes to promote the connotative development of higher education and to improve the quality of education and teaching around the "connotative development".Many studies have confirmed that the overall level of Chinese college students' learning engagement is low,which has aroused widespread concern among researchers,educators and even the society.Negative emotions and inefficient learning behavior will affect the overall development of College students and reduce the quality of university education and hinder the construction and development of education in China.Based on the perspective of participation-identity model and self-processing theory,this study aims to understand the status of College Students' learning engagement,and explore the impact of social support and academic self-concept on College Students' learning engagement and its mechanism.This study aims to improve the level of College Students' learning engagement and promoting the connotative development of undergraduate education.Method:By randomly selecting 864 university students from three universities in Anhui Province as research subjects and using “Learning Engagement questionnaire”by Shi Kan et al.,“Social Support Rating Scale ”by XIAO Shuiyuan,“General Academic Self-scale”by Guo Cheng et al.as research instruments,this study explores the overall situation of university students' learning engagement phenomenon and discusses the relationship between the social support,academic self-concept and earning engagement of student university students and their mechanisms of action.Results:(1)The university students are in medium level of learning engagement.Scores on concentration are of the most prominence.The university students are in medium level of social support.The university students are in medium level of academic self-concept.(2)The level of learning engagement has significant differences between different grades and majors;The level of academic self-concepthas significant differences in grader;The level of social support has significant differences between different gender,grades,majors,students' localities and only child or not.(3)There is a significant positive correlation between social support and learning engagement;There is a significant positive correlation between academic self-concept and learning engagement;There is a significant positive correlation between academic self-concept and social support.(4)University students' social support and academic self-concept have significant regression effects on learning engagement.Both of them have significant predictive effects on learning engagement.(5)The academic self-concept of university students plays an intermediary role in the relation between social support and learning engagement.In other words,social support can directly influence the learning engagement level of university students,and indirectly influence the learning engagement level affecting academic self-concep.Conclusion:The university students are in medium level of learning engagement.The level of learning engagement has significant differences between different grades and majors;University students' social support and academic self-concept have significant predictive effects on learning engagement.The social support can directly influence the learning engagement level of university students,and indirectly influence the learning engagement level affecting academic self-concep.