学前教育专业大学生专业承诺、学习倦怠及专业适应性的关系研究

On the Relationship Among the Professional Commitment,Learning Burnout and Professional Adaptability of the College Students Majoring in Preschool Education

探究学前教育专业大学生专业承诺、学习倦怠和专业适应性的关系,采用分层抽样方法抽取某高校287名学前教育专业大学生进行问卷调查。研究结果表明:专业承诺的年级差异显著,其中情感承诺、理想承诺存在显著的生源地差异;学习倦怠中行为不当存在显著的年级与生源地差异,其他维度不存在显著差异;专业承诺与专业适应性呈正相关,专业适应性、专业承诺均与学习倦怠呈负相关;专业适应性在专业承诺与学习倦怠之间具有部分中介作用。高校管理者及一线教师应该关注学前教育专业大学生的心理状况及专业适应能力,通过开设特色课程、加强心理辅导等方式提高其专业适应性及专业承诺水平,减少学习倦怠。

This study explores the relationship between professional commitment,learning burnout and professional adaptability of preschool education majors.A stratified sampling method is adopted to conduct a questionnaire survey among 287 college students majoring in preschool education in a university.The results show that there are significant differences in grades of professional commitment,among which there are significant differences in student origin of emotional commitment and ideal commitment.In learning burnout,there are significant differences in grades and places of origin,but no significant differences in other dimensions.Professional commitment is positively correlated with professional adaptability,while professional adaptability and professional commitment are negatively correlated with learning burnout.Professional adaptability is a partial mediator between professional commitment and learning burnout.College administrators and front-line teachers should pay attention to the psychological status and professional adaptability of preschool education students,improve their professional adaptability and professional commitment by offering special courses and strengthening the counseling of students’adaptability so as to reduce learning burnout.