Analysis on the association of professional identity with academic emotion and learning behavior in undergraduates
Objective:To analyze the correlation between professional identity and academic burnout in the undergraduates for effective methods to improve their negative academic emotions and inappropriate learning behaviors.Methods:By stratified cluster sampling,we conducted a questionnaire survey in 8 598 undergraduates from 6 higher learning institutions in Anhui Province.Results:The scoring was(56.43±9.26)points for academic burnout and(81.50±13.88)points for professional identity in the 8 598 subjects.Male students scored higher than female students in both academic burnout and professional identity(P＜0.05).Freshmen scored significantly lower in academic burnout(P＜0.05)yet higher in professional identity(P＜0.05)than students in other grades.Multiple linear regression analysis noted significant negative correlations(P＜0.01)between the scores on all dimensions in professional identity in the undergraduates except for cognitive identity and the scores of both academic burnout and its various dimensions.Conclusion:The related management sections in higher learning institutions should pay attention to the negative academic emotions and improper learning behaviors in male students,as well as enhance the growth motivation and academic expectations in female students,and improve their positive academic emotions.Targeted intervention measures should be taken based on gender and grade differences to enhance professional identity,increase positive academic emotions,and improve improper learning behaviors.
professional identityacademic burnoutacademic emotionlearning behavior
万方数据
维普
