特殊教育专业大学生专业承诺在学校氛围和学业情绪中的中介作用

Professional Commitment of College Students Majoring in Special Education Mediates Between School Climate and Academic Emotions

以465名特殊教育专业大学生为对象,进行问卷调查,考查了特教专业大学生学校氛围、专业承诺和学业情绪的关系。结果发现:(1)学校氛围由高到低依次为同学支持、教师支持和自主机会;专业承诺由高到低依次是规范承诺、继续承诺、情感承诺和理想承诺;在学业情绪中积极高唤醒项目均分最高,消极低唤醒项目均分最低。(2)专业承诺在学校氛围与积极高唤醒以及学校氛围与积极低唤醒之间关系上存在部分中介作用。

This study aims to explore the relationship between school climate,professional commitment and academic emotions from college students majoring in special education,by using questionnaires to survey465 college students majoring in special education. The results show the following：（ 1） In the dimension of school climate,the college students scored highest in student-student support,followed by teachers＇ support and opportunities for autonomy; in the dimension of professional commitment,the college students scored highest in normative commitment,followed by continuance commitment,affective commitment and ideal commitment; and in the dimension of academic emotions,the college students scored highest in positivehigh arousal emotions,and the lowest in negative-low arousal emotions; and（ 2） professional commitment partially mediated between school climate and positive-high arousal emotions,and between school climate and positive-low arousal emotions.