师范生职业认同感与学业情绪的关系研究——以小学教育专业为例

Relationship Between Teacher Professional Identity and Academic Emotions of Normal College Students——Taking the Major in Primary Education for Example

采用师范生职业认同感量表与学业情绪量表,对小学教育专业300名本科生进行测量,通过统计分析考察师范生职业认同感与学业情绪现状,并探索两者之间关系。研究表明:师范生教师职业认同感较高,存在年级差异;师范生积极学业情绪体验总体较高,消极情绪体验较低,存在年级差异;师范生教师职业认同感与学业情绪各维度之间均存在显著正相关,职业认同感对学业情绪各维度有较强预测力。

The study investigated 300 normal college students＇ teacher professional identity and Academic emo- tions by scales, and the relationship among the two variables. The result indicated： he identity of teacher profes- sional was higher and there were differences in grades; the positive academic emotions was generally high, and the negative academic emotions was lower ; there were grade differences in academic emotions; the relationship between teacher professional identity and academic emotions is significantly positive; moreover, teacher professional identity showed equable predictability on the academic emotions.