师范生心理韧性对学习投入的影响:职业认同的中介作用

The Impacts of Psychological Resilience on Learning Engagement among Normal Students:the Mediating Effect of Professional Identity

目的:探索师范生职业认同在心理韧性与学习投入的中介作用。方法:采用师范生职业认同量表、青少年心理韧性量表和学习投入量表对847名师范生进行问卷调查。结果:师范生职业认同各维度与心理韧性、学习投入各维度呈正相关;心理韧性与学习投入各维度呈正相关;职业认同在心理韧性与学习投入之间起部分中介作用,中介效应占总效应的20.5%。结论:心理韧性既可以对师范生的学习投入产生直接影响,又可以通过职业认同间接作用于学习投入。

Objective:The study explores the relationship between psychological resilience and learning engagement,as well as the mediating role of professional identity in the association among normal students.Methods:A total of 847 normal students were investigated with Professional Identification Scale for Normal Students(PISNS),Resilience Scale for Chinese Adolescents and Utrecht Work Engagement Scale-Student(UWES-S).Results:The results indicate that the dimensions of the professional identity among normal students were positively correlated with psychological resilience and learning engagement,psychological resilience were positively correlated with learning engagement.Professional identity played a partial mediating role in the relation between psychological resilience and learning engagement,and the mediating effect was 20.5%.Conclusion:Psychological resilience made a direct influence and an indirect influence mediated by professional identity on learning engagement among normal students.