The Effect of National Identity on Adolescents'Engagement in Learning
Objective:To explore the impact of national identity on adolescents'learning engagement,and analyze the mediating role of belongingness needs and the moderating role of intentional self-regulation.Methods:In study 1,with a one-way,two-level,between-subjects experimental design,202 middle school students were divided into the national iden-tity initiation group and the national identity control group randomly,in which the initiation group watched an English-lan-guage propaganda film on China's national image,and the control group watched an undersea scenery video;in study 2,1,220 middle school students completed the Utrecht Work Engagement Scale-student,the National Identity Questionnaire,the Belongingness Needs Subscale of Basic Psychological Needs Scale(BPNS),and Questionnaire,Selection,Optimization,and Compensation(SOC).Results:Subjects in the national identity-initiated group had significantly higher levels of aca-demic engagement than those in the national identity-control group(t(200)=2.57,P＜0.05,Cohen's d=0.36),and national identity significantly and positively predicted adolescents'engagement in learning(β=0.14,t=4.69,P＜0.001);Belonging-ness needs mediated the relationship between national identity and adolescents'academic engagement(effect size=0.06,P＜0.05),and intentional self-regulation could regulate the second half of the mediation model(β=0.07,t=2.44,P＜0.05).Con-clusion:National identity can affect adolescents'academic engagement both directly and indirectly through belongingness needs,and high levels of intentional self-regulation can strengthen the effect of belongingness needs on adolescents'aca-demic engagement.
National identityAdolescentLearning engagementBelongingness needsIntentional self-regulation
万方数据
维普
