特殊教育专业本科生专业认同和学习投入的关系:一项追踪研究
Relationship between professional identity and learning engagement for special education undergraduates:A longitudinal study
宋晓禹 1麻敏洁 2马雪 3马滢 1王庭照1
作者信息
- 1. 陕西师范大学教育学部,西安 710062
- 2. 陕西师范大学教育学部,西安 710062;西安市盲哑学校,西安 710014
- 3. 陕西师范大学教育学部,西安 710062;西安高新第五幼儿园,西安 710000
- 折叠
摘要
为探讨特殊教育专业本科生专业认同及其四个维度与学习投入的因果关系,采用专业认同量表和学习投入量表对712名特殊教育专业本科生进行为期半年的追踪调查研究.结果发现:(1)相比于第一次测量,专业认同及其四个维度(认知性、情感性、行为性、适切性)与学习投入水平均有显著提高;(2)专业认同及其四个维度与学习投入均呈显著正相关;(3)情感性、认知性和适切性专业认同与学习投入存在相互预测的因果关系,T1行为性专业认同单向预测T2学习投入,总体上专业认同与学习投入存在相互预测关系.本研究揭示了专业认同和学习投入的因果关系,为提高特殊教育专业本科生学习投入和专业认同水平提供了理论依据.
Abstract
In order to explore the causal relationship between four dimensions of professional identity and learning engagement of special education undergraduate students,712 special education undergraduate stu-dents were followed up twice over a one-year period using the Professional Identification Questionnaire and Learning Engagement Questionnaire.The results showed that:(1)Compared with the first measurement,professional identity and its four dimensions and learning engagement were significantly improved;(2)Pro-fessional identity and its four dimensions were significantly and positively correlated with learning engage-ment;(3)There was a causal relationship between emotional,cognitive and appropriate professional iden-tity and learning engagement.T1 behavioral professional identity unidirectional predicted T2 learning en-gagement.Overall,there was a mutual prediction relationship between professional identity and learning en-gagement.In conclusion,this study revealed the causal relationship between professional identity and learning engagement,and provides a theoretical basis for improving the learning investment and profession-al identity level of special education major undergraduates.
关键词
特殊教育专业本科生/专业认同/学习投入/追踪研究Key words
special education undergraduates/professional identification/learning engagement/longitudinal study引用本文复制引用
出版年
2024
NETL
NSTL
万方数据