摘要
专业认同是专业学习行为产生的基础,但专业认同水平的高低并不一定代表学习行为的强弱。本文通过大样本的问卷调查,运用回归分析、方差分析考察专业认同对专业学习行为的主效应,运用层次回归分析情境变量(学生个体特征和教学管理条件)对专业认同-专业学习行为关系的调节效应。结果表明,专业认同的态度情感维度对专业学习行为存在显著主效应,专业态度情感和专业认知评价间存在交互效应,情境变量中性别和教师教学质量对专业认同-专业学习行为关系存在显著的调节效应。
Major identity is the basis of professional learning behaviors. However, the degree of major identity does not necessarily indicate the degree of learning behaviors. It is necessary and valuable to analyze the inner mechanism of the in- consistency between major identity and actual learning behaviors of university students, and the influences of major identity on professional learning behaviors. Based on higher schools in Hangzhou, the study analyzes the moderating effect of situation variables （including individual characteristics and education environment） on major identity and learning behaviors with the help ofhierarchical regression.
出处
《教育发展研究》
CSSCI
北大核心
2013年第9期74-80,共7页
Research in Educational Development
关键词
专业认同
学习行为
学生个体特征
教学管理条件
调节效应
major identity
learning behaviors
individual characteristics
education environment
moderating effect
