摘要
为了解特殊教育师范生的学习心理状况,采用量表法对385名不同性别、年级的大学生进行了学习倦怠和专业承诺的研究。结果表明:有接近三分之一的特殊教育师范生存在学习倦怠倾向,在量表的三个维度中,行为不当最为严重;在性别上,女生学习倦怠程度要低于男生;在年级上,大二学生的学习倦怠最为突出,三年级学生的成就感最高;专业承诺和学习倦怠呈显著的负相关,情感承诺是学习倦怠最重要的预测变量;特殊教育师范生的专业承诺总体水平不高,继续承诺和理想承诺的得分较低。
This study aims to probe into the psychology of learning from special education-related normal school students, by making a survey of 385 college students in terms of learning burnout and professional commitment. The results show the following： Nearly one third of the students surveyed have the tendency of learning burnout, with their improper behavior being the most serious; the female students show a lower degree of learning burnout than male students; the sophomores show the most serious learning burnout, and the juniors show the highest degree of sense of achievement; the students＇ professional commitment has a significantly negative correlation with their learning burnout; their affective commitment is the most important factor to forecast their learning burnout; on the whole, they show a lower degree of professional commitment, scoring lower in continued commitment and ideal commitment.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第6期3-8,共6页
Chinese Journal of Special Education
基金
2012年度江苏省"青蓝工程"项目资助
关键词
特殊教育师范生
学习倦怠
专业承诺
special education-related normal school students learning burnout professional commitment
