定向师范生的职业认同与学习投入:心理资本的中介效应和主动性人格的调节效应

Professional Identification and Learning Engagement of Targeted Normal School Students:The Mesomeric Effect of Psychological Capital and the Regulating Effect of Initiative Personality

定向培养师范生是一种补充乡村师资力量、促进教育公平、阻止贫困现象代际传递、推动城乡一体化建设的有效举措。研究采用整群抽样的方法,对499名安徽省定向培养师范生的职业认同、心理资本、主动性人格和学习投入进行问卷调查。研究发现,定向师范生职业认同、心理资本、主动性人格和学习投入之间两两呈显著正相关;心理资本在职业认同对学习投入的影响中发挥部分中介作用;主动性人格在职业认同对学习投入的影响中发挥调节作用,主动性人格与职业认同的交互项显著正向预测学习投入,高水平的主动性人格增强了职业认同对师范生学习投入的促进作用。

Targeted training of normal students is an effective measure to supplement rural teaching staff,promote educational equity,prevent intergenerational transmission of poverty,and promote urban-rural integration construction.The study used a cluster sampling method to conduct a questionnaire survey on the professional identity,psychological capital,proactive personality,and learning engagement of 499 targeted teacher training students in Anhui Province.Research has found that there is a significant positive correlation between career identity,psychological capital,proactive personality,and learning engagement among targeted normal school students;psychological capital plays a partial mediating role in the impact of professional identity on learning engagement;proactive personality plays a moderating role in the impact of professional identity on learning engagement,and the interaction between proactive personality and professional identity significantly positively predicts learning engagement.High levels of proactive personality enhance the promoting effect of professional identity on learning engagement of normal university students.