摘要
目的:探讨高师生专业承诺的现状、特点及其与学习适应性、学习自我效能感的关系。方法:应用大学生专业承诺、学习适应性与学习自我效能感等量表,对665名高师生与272名非高师生进行测查。结果:①高师生与非高师生在专业承诺总分与继续承诺、理想承诺上存在显著差异,且高师生显著低于非高师生;②高师生情感承诺、规范承诺与专业承诺总分存在显著性别差异,女生高于男生;③高师生专业承诺总分及各因子水平均存在显著年级差异,且年级越高,水平越低;④高师本科生与专科生在继续承诺及专业承诺总分上均存在显著差异,专科生高于本科生。结论:高师生学习适应性及学习自我效能感各因子与专业承诺总分均存在显著正相关,并对专业承诺总分具有显著预测作用。
Objective： To explore the relationships among major commitment, learning adaptability and learning selfefficacy of normal university students. Methods： 665 normal university undergraduates and 272 non-normal university undergraduates were questioned by Undergraduate Major Commitment Scale, Undergraduate Learning Adaptability Scale and Learning Self-efficacy Scale. Results： （1）There existed significant differences in the scores of major-commitment and continuance commitment between normal university undergraduates and non-normal university undergraduates, and these of normal university undergraduates＇ were lower than those of non-normal university undergraduates＇; （2）There existed significant differences between genders in the levels of affective commitment, normative commitment and majorcommitment, girls＇ levels higher than boys＇; （3）Remarkable differences existed among grades in the levels of major commitment and its dimensions. It descended with the increase of grades; （4）Significant differerences were found between four-year schooling students and three-year schooling students in continuance eommitment and major-commitment scores, the former＇s were lower than the latter＇s. Conclusion： The learning adaptability and learning self-efficacy were significantly correlationed with major-commitment scores and could be served as a predicator of major-commitment.
出处
《中国临床心理学杂志》
CSSCI
CSCD
2009年第6期767-769,共3页
Chinese Journal of Clinical Psychology
基金
江西省高校人文社科项目(XL06205)
江西省社会科学规划项目(08JY69)
关键词
高师生
专业承诺
学习适应性
学习自我效能感
Normal university undergraduates
Major-commitment
Learning adaptability
Learning self-efficacy
