Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day mediates the relationship between the levels of self-efficacy and curiosity, measured early in the day, and the level of academic engagement measured at the end of the day. Ninety-four undergraduates filled in a general questionnaire and subsequently completed a daily questionnaire, for 5 consecutive academic days (470 diary entries). The multilevel analysis showed a positive relationship between self-efficacy and curiosity and academic engagement. In addition, the results revealed a positive relationship between academic support and academic engagement. Finally, the results showed partial mediation of academic support in the relationship between self-efficacy and academic engagement and in the relationship between curiosity and academic engagement. The results can be used to improve teaching and learning programs in colleges and universities.

该日记研究基于工作需求-资源（JD-R）模型，研究了学术资源在个人资源与幸福感变量之间的关系中的中介作用。这项研究假设，一天中学生获得的学术支持水平会介导一天中早期衡量的自我效能感和好奇心水平与一天结束时衡量的学术参与度之间的关系。94名大学生填写了一般问卷，随后连续5个学日完成了每日问卷（470项日记）。多层次分析表明自我效能感和好奇心与学术投入之间存在正相关关系。此外，结果显示了学术支持与学术参与之间的积极关系。最后，结果表明，在自我效能感与学术投入之间的关系以及好奇心与学术投入之间的关系中，学术支持的部分中介作用。研究结果可用于改进大学的教学计划。