摘要
目的探讨中等职业学校学生专业认同、学习动机和专业课成绩之间的关系以及自我控制的调节作用。方法采取问卷调查方式选取北京市3所中等职业学校17个专业448名学生进行问卷调查。结果发现专业认同高的学生学习动机更强,专业课成绩更好,专业认同通过外部动机对专业课成绩有显著正向预测作用。自我控制高的学生的专业课成绩更好,自我控制对学习动机和专业课成绩的调节作用不显著。结论专业认同和自我控制能够有效预测专业课成绩,自我控制对学习动机与专业课成绩之间的调节作用不显著。
Objective his study aimed to explore the relationship among the professional identity, academic moti- vation,and professional scores of secondary vocational students as well as the moderating effect of self - control on such a relationship. Methods A total of 448 secondary vocational students participated in a survey. Results Results showed that the professional identity of these students is positively related with their professional scores, whereas both intrinsic and extrinsic motivation mediates the relationship between professional identity and professional scores. Con- dusion The professional identity of these students is positively related with their professional scores. Self - control does not play a moderating role as expected in the above relationship.
出处
《人类工效学》
2016年第1期16-20,共5页
Chinese Journal of Ergonomics
基金
国家自然科学基金资助项目(71071149)
关键词
专业认同
学习动机
自我控制
专业课成绩
professional identity
academic motivation
self - control
professional scores
