By using the Adolescent Conscience Questionnaire, Academic Achievement Questionnaire and the Utrecht Work Engagement Scale-student among 1029 middle school students, this study examined the mediation effects of learning engagement for the relationship between conscience and academic achievement. The results showed that: (1) conscience and its dimensions were significantly positively related to learning engagement and academic achievement; (2) learning engagement played a completely mediating role among conscience and its dimensions of responsibility, filial piety, forgiveness, honesty, right and wrong and academic achievement, which suggested that conscience and its dimensions above could influence academic achievement through learning engagement.%采用青少年良心问卷、学业成就量表和学习投入量表,对1028名中学生进行调查,探讨学习投入在中学生良心与学业成就之间的中介作用.结果发现:(1)良心及各维度与中学生学业成就、学习投入均呈显著正相关;(2)学习投入在良心及其责任心、孝敬心、宽恕心、诚信心、是非心维度与学业成就之间起完全中介作用,表明中学生良心及其上述维度可通过学习投入间接影响其学业成就.
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