特殊教育专业大学生专业认同学习投入与自我效能感的关系——以乐山师范学院为例

The Relationship Between Professional Identity,Learning Engagement and Self-efficacy of College Students in Special Education Majors:A Case Study of Leshan Normal University

为了解特殊教育专业大学生专业认同、学习投入与自我效能感之间的关系,以乐山师范学院特殊教育专业372名大学生为调查对象,结果显示:特殊教育专业大学生专业认同感处于中等水平,专业认同对学习投入有显著地预测作用,预测力为43.51%,自我效能感在专业认同与学习投入之间存在部分中介作用,中介效应为25.1%.因此,不仅可以通过提升学生的专业认同,还可以通过提高学生的自我效能感,发挥其中介作用,进一步提升学生的学习投入.

In order to explore the relationship between college students＇ professional identity,learning engagement and self-efficacy,372 college students majoring in Special Education were chosen as the research subjects for survey in Leshan Normal University.The results show that：the professional identity of special education major is not at a middle level;the professional identity can significantly predict the learning engagement with the predictive power reaching up to 43.51%;selfefficacy plays partially a mediating role between professional identity and learning engagement with the mediating effect of25.1%.Thus,either through the students＇ professional identity,or through improving their self-efficacy,the mediating effect of self-efficacy could be brought into play thus to enhance students＇ learning engagement.