博士生心理资本对学术坚毅的影响机制:一个有调节的中介模型OA

Objective:To explore the mechanism through which doctoral students' psychological capital affects aca-demic grit.Methods:A survey was conducted with 920 doctoral students from over twenty universities nationwide.The study used scales for psychological capital,academic grit,academic meaning identity,and conscientiousness.A mediation effect model was employed to test the mediating role of academic meaning identity between psychological capital and academic grit,while a moderation effect model was used to examine the moderating role of conscientious-ness in the relationship between psychological capital and academic grit.Results:①Doctoral students' psychological capital(β=0.528,P＜0.01)and its four dimensions-self-efficacy(β=1.662,P＜0.01),hope(β=1.873,P＜0.01),resilience(β=1.613,P＜0.01),and optimism(β=1.281,P＜0.01)—all positively influenced academic grit.In other words,doctoral students' psychological capital enhanced their academic grit;②Academic meaning identity mediated the relationship between psychological capital and academicgrit,with mediation effects observed for self-efficacy(mediation effect value=0.462,relative effect value=27.80％),hope(mediation effect value=0.371,relative effect value=19.81％),resilience(mediation effect value=0.623,relative effect value=38.62％),and optimism(mediation effect value=0.664,relative effect value=51.83％);③Conscientiousness moderated the impact of academic meaning identity on academic grit(β=0.01,P＜0.05).Conclusion:Psychological capital significantly impacts academic grit a-mong doctoral students.It is crucial to foster doctoral students' psychological capital in educational settings,enhance their recognition of the value of academic research,and develop their sense of conscientiousness through various methods.