领悟社会支持与特殊教育专业研究生学习投入的关系:专业认同和学业自我效能感的链式中介作用
Relationship between perceived social support and special education postgraduates'learning engagement:The chain mediating effect of professional identity and academic self-efficacy
于世涛 1宋晓禹 1胡艾新 1赵丽君 2石学云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;西安市启智学校,西安 710068
- 折叠
摘要
为探究特殊教育专业研究生领悟社会支持、专业认同、学业自我效能感和学习投入的关系,采用领悟社会支持量表、学业自我效能感量表、专业认同量表以及学习投入量表对195名特殊教育专业研究生进行问卷调查.结果表明:(1)领悟社会支持能显著正向预测特殊教育专业研究生的学习投入;(2)领悟社会支持分别通过专业认同、学业自我效能感的单独中介作用和链式中介作用影响学习投入.研究揭示了特殊教育专业研究生领悟社会支持对学习投入的作用机制,对提高特殊教育专业研究生学习投入水平具有启发意义.
Abstract
In order to explore the relationship between perceived social support,professional identity,aca-demic self-efficacy,and learning engagement of graduate students majoring in special education,the four scales of perceived social support,academic self-efficacy,professional identity,and learning engagement were used on 195 graduate students majoring in special education.The results showed that:(1)Perceived social support could significantly predict the learning engagement of graduate students majoring in special education.(2)Perceived social support could respectively affect their learning engagement through the separate mediating role and chain mediation role of professional identity and academic self-efficacy.In summary,this study uncovered the mechanism underlying the relationship between perceived social support and learning engagement of special education graduates,which has enlightening significance for promoting the learning engagement of special education graduates.
关键词
特殊教育专业研究生/领悟社会支持/专业认同/学习投入/学业自我效能感Key words
graduate students majoring in special education/perceived social support/professional identi-ty/learning engagement/academic self-efficacy引用本文复制引用
出版年
2024
NETL
NSTL
万方数据