摘要
目的:探讨高职学前教育专业实习生社会支持与职业认同的关系及职业自我效能感在社会支持、职业认同之间的中介效应。方法:采用社会支持评定量表、幼儿教师职业自我效能感问卷和学前教育专业学生职业认同问卷对225名高职学前教育专业实习生进行调查。结果:高职学前教育专业实习生职业认同情况较好,处于中等偏上水平;生源类型在职业认同的职业价值观维度方面存在显著差异,对口生高于高考生;报考意愿是为当幼儿教师的实习生的职业认同得分显著高于不是为当幼儿教师的学生;职业自我效能感在社会支持与职业认同两个变量之间起完全中介作用。结论:高职学前教育专业实习生社会支持对其职业认同的影响,完全通过职业自我效能感的中介作用而间接实现。
Objective:To explore the relationship between social support and professional identity of preschool students and the intermediary effect between social support and professional identity.Methods:225 preschool students were investigated by means of social support scale,professional self-efficacy questionnaire of preschool teachers and professional identity questionnaire of preschool students.Results:The professional identity of preschool students in higher vocational education was better,and was at the upper secondary level.There are significant differences in the vocational value dimension of professional identity among students with higher counterparts than the higher candidates.The intention of applying for an examination is that the student’s professional identity score is significantly higher than that of a student who is not a child teacher.The sense of occupational self-efficacy plays a completely mediating role between the two variables of social support and professional identity.Conclusion:The influence of social support of preschool students in higher vocational education on their professional identity is achieved indirectly through the mediation of the sense of professional self-efficacy.
作者
张洁
ZHANG Jie(Yuncheng Preschool Education College,Yuncheng 044000,Shanxi)
出处
《陇东学院学报》
2019年第5期118-122,共5页
Journal of Longdong University
关键词
高职学前教育专业实习生
社会支持
职业自我效能感
职业认同
interns in higher vocational preschool education
social support
professional self-efficacy
professional identity
