高中生为了实现人生目标，在学习上投入了大量的时间与精力，学生的家庭也为培养子女，在经济上持续投资，在情感上时刻陪伴。学习投入是学校、家长和学生衡量检验学习状态的重要参考，较高的学习投入会引起一系列的良性循环，提升学生勤奋感，提振学生自信心，激发学生学习动力，减少家长焦虑，促进家庭和谐。从自我决定理论的视角来看，学习投入作为一种积极心理品质，受多种因素影响，班主任对学生的支持与引导，父母的言传身教以及学生自身意志力、控制力等，都在高中生应对学业压力和生活挫折中，起到重要的影响作用。为了提高高中生学习投入水平，深入了解影响高中生学习投入的因素，本研究在自我控制双系统理论和教师期待理论的框架下，通过问卷测量法和实验干预法，探索了高中生感知班主任支持、自我控制与学习投入的关系，分析并讨论提升高中生学习投入水平的方法，为其推广实践提供了实验依据。

研究一采用教师支持问卷、自我控制双系统问卷、学习投入问卷对襄阳市内362名高中生进行了测评，考察了高中生感知班主任支持对自我控制、学习投入的影响，并检验自我控制在感知班主任支持和学习投入之间的中介作用。结果发现：（1）高中生感知班主任支持、学习投入、自我控制控制系统上，高三年级学生显著高于其它年级，担任班干部的学生显著高于其他学生；（2）感知班主任支持、自我控制均能影响学习投入水平；（3）自我控制在感知班主任支持和学习投入之间有部分中介作用。研究二在研究一的基础上，进行了团体辅导干预实验，探究了团体辅导训练对高中生自我控制的干预效果。本团体辅导干预训练将参与者分为对照组、实验组、安慰剂三组。在实验前后，使用自我控制量表对被试进行测评。结果表明，经过自我控制训练，实验组的自我控制显著高于对照组，对照组实验前后差异不显著，说明团体辅导能显著提高自我控制。

High school students invest a lot of time and energy in their studies in order to achieve their life goals. In order to cultivate their children, their families continue to invest financially and accompany them emotionally. Learning engagement is an important reference for schools, parents, and students to measure and test their learning status. Higher learning engagement can cause a series of virtuous cycles, enhance students' sense of diligence, boost their confidence, stimulate their learning motivation, and reduce parental anxiety, Promote family harmony. From the perspective of self-determination theory, learning engagement, as a positive psychological quality, is influenced by various internal and external factors. The support and guidance provided by class teachers to students in schools, the words and deeds taught by parents in families, and the students' own willpower and control play an important role in high school students' response to academic pressure and life setbacks. In order to improve students' level of learning engagement and get a deeper comprehend of the influencing factors of learning engagement, under the framework of self-control dual system theory and teacher expectation theory, this study said the relationship of the high school students' perceived class teacher support, self-control, and learning engagement through questionnaire measurement and experimental intervention methods. It analyzed and discussed methods to enhance high school students' learning engagement, providing experimental basis for its promotion and practice.

Study 1 evaluated 362 high school students in Xiangyang city using a teacher support questionnaire, a self-control dual system questionnaire, and a learning engagement questionnaire. The study examined the impact of perceived class teacher support on self-control，the impact on learning engagement and examined the mediating role of self-control between learning engagement and perceived class teacher support. The results said: (1) In terms of perceived class teacher support, learning engagement, and self-control control systems, high school students in third grade and those who serve as class leaders are significantly higher than those in other grades.(2)Perceived class teacher support can indirectly predict learning engagement through self-control dual systems; (3) In this study，self-control is a kind of intermediary function between them. On the basis of Study 1, Study 2 conducted a group self-control training experiment to investigate the intervention effect on high school students' self-control. The experiment has three groups. They are called experimental, placebo and control. Evaluate before and after the experiment, using the scale about self-control and learning engagement. The results said that the self-control were significantly improved in experimental group, indicating that high school students can improve their self-control by participating in self-control group auxiliary courses.