学前教育专科生专业认同、专业承诺和学习动机的关系

Relationship among Professional Identification, Professional Commitment and Learning Motivation of Pre-school Students in Junior Colleges

该文主要研究学前教育专科生专业认同、专业承诺及学习动机的现状及三者的关系。采用大学生专业认同问卷、专业承诺问卷和学习动机问卷,对308名学前教育专科生进行问卷调查。调查发现,学前教育专科生专业认同、专业承诺及学习动机较为理想。专业认同是影响专业承诺的重要因素。专业认同对学习动机影响较小。专业承诺对学习动机的影响力高于学习动机对专业承诺的影响力。

This paper discuss the current situation and relationship among professional identification, professional commitment and learning motivation for pre-school students in junior college. A questionnaire survey is made about professional identification, professional commitment and learning motivation from 308 pre-school undergraduates. The data shows that it＇s comparatively ideal to pre-school students in junior college from the aspect of professional identification, professional commitment and learning motivation. Professional identification influence professional commitment greatly, but seldom affect learning motivation. The effect of professional commitment against learning motivation is superior to the effect of learning motivation against professional commitment.