免费师范生的教师职业认同与学习动机及学业成就的关系研究

Relationship among teacher professional identity,learning motivation,and education achievement of tuition-free normal college students

研究以714名免费师范生为被试,采用问卷测量法,考察了其教师职业认同状况、内部和外部学习动机特点,以及教师职业认同、学习动机和学业成就之间的关系。结果发现:(1)在教师职业认同上,免费师范生对教师职业的内在价值认同显著高于外在价值认同,外在价值认同显著高于意志行为认同,职业认同的总体情况略高于中等水平,还有一定的提升空间;(2)内部学习动机比较积极,且显著高于外部学习动机;(3)教师职业认同和学习动机、学习动机和学业成就之间均存在显著的正相关,且教师职业认同对学业成就有稳定的预测力;(4)外部学习动机在教师职业认同和学业成就之间起了部分中介的作用。

The study investigated 714 tuition-free normal college students＇ teacher professional identity,internal and external learning motivation by scales,and the relationship among the two variables and their education achievement.The result indicated：（1） the intrinsic value identity of teacher professional identity is higher than that of extrinsic.The extrinsic value identity was found to be better than volitional behavior identity.Furthermore,the level of the teacher professional identity is little above average level but still has space for promotion;（2） the internal learning motivation was better than average level,and was better than external motivation;（3） the relationship between teacher professional identity and learning motivation is significantly positive,and that is the same between learning motivation and education achievement;moreover,teacher professional identity showed equable predictability on the education achievements;（4） external learning motivation is a mediator variable between teacher professional identity and education achievement.