随着积极心理学的发展，教育学家们开始注意到“学习倦怠”的积极对立面 “学习投入”。学习投入是个体在学习过程中持续的积极状态，是学业成绩的重 要预测指标。高中阶段是高中生的身心快速发展的时期，在课堂中的公平体验会 对他们的认知与行为产生影响。影响学生学习投入的不仅有课堂环境等外部因 素，还包含学生对自身学习能力的自信心等内部因素。教学情境中对公平感的重 视可以改善师生之间的关系，增强学生的学业自信心，减少课堂教学中出现负面 事件。因此，对高中生的课堂公平感和学习投入的研究有其必要性。 本研究的使用问卷调查法，以课堂公平感量表、师生关系量表、学业自我效 能感量表以及学习投入量表为测量工具，对青岛市某高中 1000 名学生进行问卷 调查，运用 SPSS 24.0 软件对数据分析。本研究主要结果如下： （1）在性别上，学业自我效能感水平存在显著差异。在年级上，课堂公平 感、师生关系、学业自我效能感与学习投入均存在显著差异。 （2）课堂公平感、师生关系、学业自我效能感与学习投入两两之间具有显 著正相关； （3）课堂公平感通过提升学业自我效能感来提升学习投入水平； （4）课堂公平感通过影响师生关系，进而学业自我效能感，最终对学习投 入产生影响。 研究结论：师生关系与学业自我效能感在课堂公平感与学习投入间的链式中 介作用成立。

With the evolution of positive psychology, educators began to notice the positive opposite of "learning burnout,"- "learning engagement." Learning engagement is an ongoing positive state of an individual in the learning process and is an important predictor of academic performance. High school is a period of rapid physical and mental development for high school students, and fair experience in the classroom will have an impact on their cognition and behavior. What affects students' learning commitment is not only external factors such as the classroom environment, but also internal factors such as students' self-confidence in their own learning ability. The emphasis on a sense of fairness in the teaching context can improve the relationship between teachers and students, to improve students' academic self-confidence, and reduce negative events in classroom teaching. Therefore, research on the sense of classroom equity and learning engagement of high school students is necessary. In this study, a questionnaire survey was conducted on 1,000 students in a high school in Qingdao City using the questionnaire survey method, using the classroom fairness scale, the teacher-student relationship scale, the academic self-efficacy scale and the learning input scale as the measurement tools. Using SPSS 24.0 software and descriptive statistics, Spearman correlation analysis, independent sample T test and other statistical methods for data analysis, the main results of this study are as follows: (1) There are significant differences in the level of academic self-efficacy in terms of gender. At the grade level, there are significant differences in the sense of fairness in the classroom, the teacher-student relationship, the sense of academic self-efficacy and the input to learning. (2) There is a significant positive correlation between the sense of fairness in the classroom, the teacher-student relationship, the sense of academic self-efficacy and the learning input; (3) The sense of fairness in the classroom improves the level of learning
commitment by improving the sense of academic self-efficacy; (4) The sense of fairness in the classroom ultimately affects learning engagement by influencing the teacher-student relationship and then the academic self-efficacy. Conclusion: the chain mediating effect of teacher-student relationship and academic self-efficacy between classroom fairness and learning engagement is established