| 摘要 |
【摘要】 目的：探讨基本心理需求对于学习习惯的影响，以及内部学习动机和自我控制在其中的中介作用。方法：2021年9-10月，使用基本心理需要量表、学习动机问卷、学习习惯量表和自我控制双系统量表，采用整群抽样方法，对内蒙古库伦旗地区小学三年级到高中三年级的2359名学生进行问卷调查，运用SPSS26.0对数据进行描述统计、相关分析和中介分析。结果：基本心理需求［（85.94±17.30）］、内部学习动机［(66.41±19.06)分］、自我控制［(42.93±7.96)分］和学习习惯［(55.70±12.06)分］彼此之间呈正相关(r=0.63，r=0.78，r=0.61，p<0.01)。基本心理需求正向预测良好学习习惯的养成(β=0.43，p<0.01)、内部学习动机（β=0.46，p<0.01）和自我控制（β=0.18，p<0.01），内部学习动机正向预测自我控制（β=0.38，p<0.01）和良好学习习惯的养成（β=0.50，p<0.01），自我控制正向预测良好学习习惯的养成（β=0.21，p<0.01）。内部学习动机(β=0.231，95%CI[ 0.209, 0.254])和自我控制（β=0.038，95%CI[ 0.028, 0.048]）分别在基本心理需求和学习习惯之间起中介作用。内部学习动机和自我控制链式中介基本心理需求和学习习惯的关系(β=0.035，95%CI[0.028, 0.043])。结论：基本心理需求的提高会提升个体的内部学习动机和自我控制，进而促进学生良好学习习惯的养成。
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| Abstract |
【Abstract】 Objective: To investigate the impact of basic psychological needs on study habits, as well as the mediating roles of intrinsic learning motivation and self-control. Methods: From February to March 2022, a questionnaire survey was conducted among 2359 students ranging from the third grade of elementary school to the third grade of high school in Kulunqi District of Inner Mongolia. The Basic Psychological Needs Scale, Learning Motivation Questionnaire, Study Habits Scale, and Self-Control Dual Systems Scale were employed, and cluster sampling was used. Data were analyzed using SPSS 26.0 for descriptive statistics, correlation analysis, and mediation analysis. Results: Basic psychological needs [(85.94±17.30) points], intrinsic learning motivation [(66.41±19.06) points], self-control [(42.93±7.96) points], and study habits [(55.70±12.06) points] were positively correlated with each other (r=0.63, r=0.78, r=0.61, p<0.01, respectively). Basic psychological needs positively predicted the development of good study habits (β=0.43, p<0.01), intrinsic learning motivation (β=0.46, p<0.01), and self-control (β=0.18, p<0.01). Intrinsic learning motivation positively predicted self-control (β=0.38, p<0.01) and the development of good study habits (β=0.50, p<0.01), and self-control positively predicted the development of good study habits (β=0.21, p<0.01). Intrinsic learning motivation (β=0.231, 95% CI [0.209, 0.254]) and self-control (β=0.038, 95% CI [0.028, 0.048]) acted as mediators between basic psychological needs and study habits. The chain mediating effect of intrinsic learning motivation and self-control was significant in the relationship between basic psychological needs and study habits (β=0.035, 95% CI [0.028, 0.043]). Conclusion: Enhancement of basic psychological needs promotes individual intrinsic learning motivation and self-control, thereby fostering the development of good study habits in students.
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