学习投入是学业成就的重要观测指标，它来源于个体对学习活动各方面的判断和信念。为了探讨内隐智力观、学业自我效能感与学习投入的关系，本研究使用方便取样法在珠海市某高中对592名学生进行了问卷调查。研究考察了被试在各变量上的基本情况，以及变量之间的关系。

研究中，首先使用描述性统计分析、卡方分析考察该校高中生内隐智力观得分的基本情况和类型特点；接着采用独立样本t检验、单因素方差分析等方式考察学习投入与学业自我效能感的现状，以及人口学变量的影响；最后在相关分析的基础上，采用bootstrap法检验学业自我效能感在内隐智力观对学习投入的影响中的中介效应。得到以下结果：

（1）被试智力渐变观的人数显著少于实体观，其中女性被试渐变观的人数显著少于男性，且折中者更多；城市的被试渐变观人数显著多于乡镇，且折中者更少；

（2）男性被试的学业自我效能感与学习能力自我效能感维度皆显著高于女性，高一被试的学业自我效能感显著高于高二、高三，城市被试的学习能力自我效能感显著高于乡镇的被试；

（3）被试中高一的学习投入水平最高，其次是高三，高二被试最低。

（4）被试的内隐智力观可以显著预测学业自我效能感及其各维度，学业自我效能感与学习投入及其各维度正向相关显著，内隐智力观与学习投入及其各维度显著正相关；

（5）在内隐智力观对学习投入的影响中，学业自我效能感起到了中介作用。

结果表明内隐智力观通过学业自我效能感这一中介变量，影响高中生的学业投入情况。未来家长和学校可以通过智力知识科普、学科渗透、家校合作等方式，帮助形成智力渐变观，提升学业自我效能感，促进高学习投入的形成。

The engagement of learning is an important index of academic achievement, which comes from the individual's judgment and belief in all aspects of learning activities. In order to explore the relationship between implicit theories of intelligence, academic self-efficacy and learning engagement, a high school in Zhuhai were selected by convenient sampling method. This study investigated the basic situation of the subjects in each variable and the relationship between the variables by the questionnaire survey.

Firstly, descriptive statistical analysis and chi-square analysis were used to investigate the basic situation and types of high school students' implicit theories of intelligence. Then the independent sample t test and one factor variance test were used to investigate the status quo of learning engagement and academic self-efficacy, as well as the influence of demographic variables. Lastly, on the basis of correlation analysis, bootstrap method was used to examine the mediating effect of implicit theory of intelligence on learning engagement. The conclusions were:

(1) More participants hold entity theories rather than incremental theories in this high school. Male participants are more likely to believe the changeability of intelligence, while female tend to be neutral.

(2) Self-efficacy of learning ability and academic self-efficacy in male are significantly higher than female. There is a significant difference in grades, that the level of participants in grade one is higher than grade two or three.

(3) The difference of learning engagement in grades also exist. The level of learning engagement was the highest in grade one, followed by grade three, and the lowest in grade two.

(4) The implicit theories in intelligence of the participants can significantly predict academic self-efficacy and its dimensions.The academic self-efficacy of the participants and its dimensions can positively predict the learning involvement and its dimensions. And there is a significant positive correlation between participants' implicit theories of intelligence and learning engagement with its dimensions.

(5) Among the influences of implicit theories of intelligence on learning engagement,academic self-efficacy plays a mediating role.

The results show that implicit theories of intelligence affects the academic engagement of high school students through the mediating variable of academic self-efficacy. In the future, parents and schools can help from a gradual view of intelligence, improve the sense of academic self-efficacy, and promote the formation of high learning engagement by means of intelligence knowledge popularization, subject penetration, and home-school cooperation.