The Impact Of Just World Beliefs On Learning Engagement: The Chain Mediating Role Of Time Management Tendencies And Academic Self-efficac

Learning is one of the main tasks of adolescence,so the academic status of middle school students is generally concerned.Academic engagement is a positive and fulfilling mental state related to academic work.It is the opposite of academic burnout and an important predictor of academic performance.A large number of studies have shown that the belief in a fair world is an important psychological factor closely related to the ability to work efficiently and has an important impact on the physical and mental development of teenagers.The self-awareness of high school students has increased significantly,and they have shown strong autonomy in psychology and behavior.Entering the high school stage,students have heavy academic work,and whether they can autonomously manage their time is the key to effective learning.This study took 1240 middle school students as the research objects,and used the Just World Belief Scale,Adolescent Time Management Propensity Scale,Academic Self-efficacy Scale,and Learning Engagement Scale to conduct questionnaire surveys.The main findings are as follows:(1)There are significant gender differences in the scores of the learning input scale and its subscales for each dimension,and boys are significantly higher than girls.;there are significant differences in grades in beliefs in the fair world,learning investment,time management tendencies,and academic self-efficacy.The belief in a fair world in the third grade is the highest in the junior high school;the time management tendency of the first grade is significantly higher than that of the other five grades.In high school,the grade three students’ time management tendency is higher than the other two grades;in terms of academic self-efficacy,the first grade of the junior high school and the third grade of high school are significantly higher than the other four grades;in terms of learning input,the first grade of junior high school and the third grade of high school are significantly higher than the other four grades,and the level of learning input in the junior middle school also decreases significantly with the increase of grades.(2)There is a significant positive correlation among the four variables of fair world belief,learning investment,time management tendency,and academic self-efficacy.(3)The belief in a just world significantly positively predicts learning input.(4)Time management tendency has a mediating effect between the belief in a just world and learning input.The mediating effect accounts for 43.43%of the total effect.Time management tendency and academic self-efficacy have a chain-like mediating effect between the belief in a just world and learning input.The mediating effect accounts for 6.94%of the total effect;academic self-efficacy has a mediating effect between the belief in a fair world and learning input,and the mediating effect accounts for 31.54% of the total effect.Middle school students’ strong belief in a fair world makes them believe that their investment should be rewarded generously.On the one hand,the individual’s willingness and actions to actively use learning time will be reinforced by this belief,thereby increasing their level of learning input;on the other hand,the individual’s internal motivation for learning-Academic self-efficacy will be stimulated by time management tendencies,which will have a positive impact on learning engagement behavior.Therefore,shaping and cultivating faith in a just world has important enlightening significance and practical value for youth education.