中职生专业认同与学习投入的关系:学业自我效能感的中介作用

The Relationship between Specialty Identity and Learning Engagement of Secondary Vocational School Students:The Mediating Role of Academic Self-efficacy

以新疆维吾尔自治区某中职学校幼儿保育专业267名学生为研究对象,考察其学习投入的现状,探讨中职生专业认同与学习投入、学业自我效能感的关系。研究结果发现:中职生专业认同、学业自我效能感、学习投入总体处于中等偏上水平;学习投入在性别、入学前专业了解程度、专业志愿选择、专业前景及成绩排名上存在显著差异;在是否班干部、是否独生子女、户口所在地、家庭经济状况上均不存在显著差异;中职生专业认同与学习投入之间有较强的相关性,学业自我效能感在中职生专业认同与学习投入关系中起中介作用。基于此,从优化人才培养方案、提升专业认同、提高学业自我效能感三个层面提出提升中职生学习投入水平的建议。

Taking secondary vocational school students from the early childhood care major in Xinjiang Uygur Autonomous Region as the research object,the questionnaire method was used to examine the current situation of specialty identity,academic self-efficacy,and learning engagement;and to explore the relationship between specialty identity,learning engagement and academic self-efficacy among vocational school students.The results of this study found that:The overall status of specialty identity,learning engagement,and academic self-efficacy of secondary vocational school students was moderately high.Learning engagement varied significantly in gender,knowledge of majors before entering school,choice of specialty will,spcialty prospect and grade ranking in learning characteristics;but there were no significant differences inwhether or not they were class leaders and whether or not they were only-child,household location,family economic status.Learning engagement is significantly and positively related to academic self-efficacy and specialty identity;academic selfefficacy plays an intermediary role in the relationship between secondary vocational school students'specialty identity and their learning engagement.Therefore,the study proposes to improve the learning engagement level of vocational school students from three aspects:optimizing the personnel training plan,enhancing specialty identity,and improving academic self-eficacy.