Relationship between core self-evaluations, copying style and learning engagement of college students

Abstract

Objective To explore the relationship between the core self-evaluations, copying style and learning engagement of college students. Methods 250 college students were asked to complete the core self-evaluations scale, copying style scale and learning engagement scale. Results Bivariate correlations results indicated that there was significantly positive correlation between the core self-evaluations, copying style and learning engagement in college students(r=0.179~0.586, P<0.05); core self-evaluations affected motivation indirectly by the copying style; core self-evaluations had a direct influence on vigor and absorption; core self-evaluations had a indirect influence on vigor and absorption. Conclusion Copying style was a full mediator of the relationship of the core self-evaluations and motivation, but copying style partially mediated the relationship of the core self-evaluations and vigor and absorption. Key words: Core self-evaluations; Copying style; Learning engagement