体育专业本科生专业认同与学业拖延的关系研究

The Relationship between Professional Identity and Academic Procrastination in Physical Education Undergraduates

采用随机问卷调查对部分高校体育专业的652名本科生进行测试,探讨了体育专业本科生专业认同与学业拖延之间的关系,构建了体育专业本科生专业认同与学业拖延的关系模型。通过SPSS23.0和AMOS23.0对量表信效度进行检验。研究发现:(1)体育专业本科生学业拖延程度中等。(2)体育专业本科生专业认同负向预测学业拖延显著。(3)专业认知和专业行为负向预测学业拖延显著;体育专业本科生专业情感与学业拖延无相关。研究结果表明:体育专业本科生专业认同越高,学业拖延程度越低。针对体育专业本科生学业拖延的基本情况,学校在培养过程中,可从优化课程设置、适当增加学生社会实践活动上入手,让学生对自己的专业有更充实的了解,进而增强其专业认同感避免学业拖延。

The relationship between professional identity and academic delay was investigated by randomly investigating 652 students from universities with physical education majors in some regions,and the relationship model between professional identity and academic delay was constructed.The scale was analyzed and tested by SPSS23.0 and AMOS23.0.The results show that:(1)the degree of academic delay of physical education majors is medium.(2)Professional identity of physical education undergraduates significantly negatively predicted academic procrastination.(3)Professional cognition and professional behavior were significantly negative predictors of academic delay;There was no correlation between professional emotion and academic delay in the dimension of physical education undergraduates.The results show that the higher the degree of professional identity,the lower the degree of academic procrastination.In view of the basic situation of academic delay of physical education undergraduates,the school should optimize the curriculum and appropriately increase students'social practice activities in the training process,so that students can have a more substantial understanding of their major,and then enhance their professional identity to avoid academic delay.