高职生专业认同特点及其与学习动机的关系

Specialty Identity Correlated to Learning Motivation of Higher Vocational College Students

为探讨影响高职生专业认同的因素及其与学习动机的关系,采用大学生专业认同问卷和学习动机问卷作为工具,对整群随机抽取的亳州职业技术学院300名学生为研究对象进行调查,分析年级、性别、专业等因素对专业认同的影响,以及学习动机与专业认同的关系。结果:高职生整体表现出较好的专业认同感;高职生专业认同在性别上差异显著;高职生专业认同在年级上不存在显著差异;学习动机与专业认同的相关均达到了显著性水平。志愿选择、就业前景、学习条件对专业认同影响显著;结论:专业前景、学习条件和学习动机可以解释专业认同30%的变异。可从以上三方面着手提高高职生的专业认同感。

To examine the correlations of specialty identity and learning motivation. 300 randomly chosen students were investigated by specialty identity and learning motivation questionnaires in Bozhou Vocational and Technical College to analyze the influence of grade, gender and major on the specialty identity and learning motivation. Results： The higher vocational college students scored a positive specialty identity with a difference out of gender, no gaps in grade; learning motivation and specialty identity are significantly correlated; and major application, job prospects and learning conditions exerted significant impacts on identity. Conclusion： Learning condition, motivation and major prospect can jointly explain 30% of variables in specialty identity, which can be helpful in improving students＇ specialty identity.