乡村定向师范生未来取向对其学习投入的影响:学业自我概念和专业认同的链式中介作用

The Effect of Future Orientation on Learning Engagement of Rural Commissioned Normal Students:A Chain Mediating Role of Academic Self-concept and Specialty Identity

通过对1045名初中起点的专科层次乡村定向师范生进行调查,探讨其未来取向对学习投入的影响,以及学业自我概念和专业认同的中介作用。结果显示:乡村定向师范生的学习投入存在年级差异,且年级可以正向预测学业自我概念;乡村定向师范生的未来取向与其学习投入呈显著正相关;学业自我概念和专业认同在乡村定向师范生未来取向对其学习投入的影响中起链式中介作用。因此,强化未来取向,促进学业自我概念的积极发展,提高专业认同是提升乡村定向师范生学习投入的有效路径。

In order to explore the effect of future orientation on learning engagement of rural commissioned normal students,and the mediating role of academic self-concept and specialty identity,a questionnaire survey was conducted among 1,045 rural commissioned normal students who had graduated from junior middle school.The results show that there are grade differences in learning engagement of rural commissioned normal students,and grade can positively predict academic self-concept.There is a significant positive correlation between future orientation and learning engagement of rural commissioned normal students.Academic self-concept and specialty identity play a chain mediating role between future orientation and learning engagement among rural commissioned normal students.Therefore,strengthening the future orientation,promoting the positive development of academic self-concept and improving specialty identity are effective ways to enhance the learning engagement of rural commissioned normal students.