每个学生初入学时面临新知识体系和新的环境，都要经历一段学业适应的过程。这时，如果学生能够更快更好地适应新的学习环境，那将有助于未来的学业表现。从积极心理学的角度去看，主动性很可能是帮助学生适应的一个关键特质，而对知识探索的好奇也将促进这一过程的实现。因此，本研究旨在探讨刚入学的初中生主动性人格、认知好奇心、学习投入与学业适应之间的关系，并深入探究认知好奇心与学习投入在主动性人格和学业适应二者关系中所起的作用，为初一新生学业适应教育实践提供理论依据。本研究采用方便取样的方法，从深圳、珠海两市各一所中学选取共750名初一新生为施测对象，采用《中学生主动性人格问卷》、《初中生入学学习适应量表》、《学习投入量表》和《初中生认知好奇量表》分别测量被试的主动性人格、学业适应水平、学习投入及认知好奇心。结果发现：

（1）初一新生的主动性人格倾向较高，兴趣型好奇心、剥夺型好奇心、学习投入及学业适应的水平均处于中等偏上的水平。女生在兴趣型好奇心与剥夺型好奇心上的表现比男生要差，但在学习投入上比男生表现更好。

（2）初一新生的主动性人格与兴趣型好奇心、剥夺型好奇心、学习投入、活力、奉献、专注、学业适应、学习任务、学习方法、人际环境、学习态度两两之间存在显著正相关。

（3）初一新生的学习投入在主动性人格与学业适应中起部分中介作用，且初一新生的主动性人格倾向能通过学习投入影响学习任务、学习方法、人际环境和学习态度。

（4）初一新生的兴趣型好奇心在主动性人格与学业适应中起部分中介作用，且初一新生的主动性人格倾向能通过兴趣型好奇心影响学习方法、人际环境和学习态度，而其剥夺型好奇心仅在主动性人格与学习态度中起部分中介作用。

（5）初一新生的兴趣型好奇心和学习投入在主动性人格与学业适应中呈链式中介作用，主动性人格可以通过兴趣型好奇心和学习投入影响初一新生在学习任务、学习方法、人际环境、学习态度上的表现。同样地，初一新生的剥夺型好奇心和学习投入在主动性人格与学业适应中呈链式中介作用，且主动性人格可以通过剥夺型好奇心和学习投入影响初一新生在学习任务、学习方法、人际环境、学习态度上的表现。

Every student faces a new knowledge system and a new environment when they first enter school, and they have to go through a process of academic adaptation. At this time, if students can adapt to the new learning environment faster and better, it will help future academic performance. From a positive psychology perspective, initiative is likely to be a key trait in helping students adapt, and curiosity about intellectual inquiry will also facilitate this process. Therefore, this study was to explore the relationship between proactive personality, cognitive curiosity, learning engagement, and academic adaptation of junior high school students who have just entered school, and to explore the relationship between cognitive curiosity and learning engagement in both proactive personality and academic adaptation. The role played in the relationship provides a theoretical basis for the academic adaptation of the first-year junior high school students to educational practice. In this study, a total of 750 freshmen from one middle school in Shenzhen and one in Zhuhai were selected by convenient sampling method. The active personality Questionnaire for Middle School students, the Learning Adjustment Scale for Junior High School Students, the Learning Engagement Scale and the Cognitive Curiosity Scale for Junior High School Students were used to measure the active personality, academic adjustment level, learning engagement and cognitive curiosity of the subjects. The results found that:

 (1) The initiative personality tendencies of freshmen in the first year of junior high school are relatively high, and the levels of interest-based curiosity, deprivation-based curiosity, learning engagement and academic adaptation are at the upper-middle level. Girls are worse than boys in interest-based curiosity and deprivation-based curiosity, but better than boys in learning engagement.

 (2) There is a significant relationship between the initiative personality and interest-based curiosity, deprivation-based curiosity, learning engagement, vitality, dedication, focus, academic adaptation, learning tasks, learning methods, interpersonal environment, and learning attitude of freshmen in junior high school. Positive correlation.

 (3) The learning engagement of the first-year junior high school freshmen plays a partial mediating role in the relationship between proactive personality and academic adaptation, and the proactive personality tendency of the first-year junior high school freshmen can affect learning tasks, learning methods, interpersonal environment and learning attitude through learning input.

 (4) The interest-based curiosity of the first-year junior high school freshmen plays a partial mediating role between proactive personality and academic adaptation, and the proactive personality tendency of the first-year junior high school freshmen can affect learning methods, interpersonal environments and learning attitudes through interest-based curiosity, while Their deprivational curiosity only plays a partial mediating role between proactive personality and learning attitude.

 (5) The interest-based curiosity and learning engagement of the first-year junior high school students play a chain-like intermediary role in the relationship between proactive personality and academic adaptation. The proactive personality can affect the learning tasks and learning methods of the first-year junior high school students through interest-based curiosity and learning input. , interpersonal environment, and learning attitude. Similarly, the deprivational curiosity and learning engagement of the first-year junior high school students have a chain mediating effect on the relationship between proactive personality and academic adaptation, and proactive personality can affect the learning tasks, learning method, interpersonal environment, and learning attitude.