学前教育专业免费师范男生职业认同感与学习投入的关系

The Relationship between Professional Identity and Learning Engagement of Free Normal Male Students in Preschool Education Major

为了考察学前教育专业免费师范男生职业认同感对学习投入的影响,探讨学业自我效能感在其中的作用机制,采用师范生职业认同感量表、大学生学习投入问卷和学业自我效能感量表对101名男幼师进行问卷调查。结果显示男幼师职业认同感和学习投入在生源地、独生子女与否、是否自愿报考等变量上均不存在显著性差异,学业自我效能感在生源地上存在显著性差异,在独生子女与否、是否自愿报考变量上也不存在显著性差异;男幼师的职业认同感与学业自我效能感、学习投入呈显著正相关,学习投入与学业自我效能感存在显著的正相关;学业自我效能感在男幼师的职业认同和学习投入之间起部分中介作用。

To investigate the impact of professional identity on learning engagement of free normal male-students in pre-school education major,and to explore the mechanism of academic self-efficacy,a questionnaire survey was conducted among 101 free normal male-students in pre-school education major using the normal students’professional identity scale,the college students’learning engagement questionnaire and the academic self-efficacy scale.The results show that:There is no significant difference in the professional identity and learning engagement of free normal male-students in pre-school education major in the variables of students’origin,whether they are the only child or not,and whether they voluntarily apply for examinations,and there is a significant difference in academic self-efficacy in the variables of students’origin,and there is no significant difference in the variables of whether the only child is or not and whether it is voluntary;There is a significant positive correlation between professional identity and academic self-efficacy,a significant positive correlation between professional identity and learning engagement,and a significant positive correlation between learning engagement and academic self-efficacy;Academic self-efficacy plays a partial mediating role between professional identity and learning engagement of free normal male-students in pre-school education major.