高师学生专业承诺现状及其影响因素研究  

On the Current Situation of Teacher College Students' Specialized Commitment and its Influencing Factors

作　　者：彭春妹[1] 罗润生[1] 

机构地区：[1]井冈山大学教育学院,江西吉安343009

出　　处：《大学教育科学》2009年第5期71-75,共5页University Education Science

基　　金：江西省高校人文社科项目"江西省高校大学生专业承诺现状;影响因素及其对策研究"(XL06205)

摘　　要：为探讨高师学生专业承诺现状及其影响因素,运用大学生专业承诺、学习适应性与学习自我效能感等量表,对665名高师学生与273名非高师学生进行测查。结果表明:高师学生专业承诺水平中等偏上,继续承诺水平相对较低;高师学生与非高师学生在专业承诺总分与继续承诺上存在显著差异,在理想承诺上存在极其显著差异,高师学生显著低于非高师学生;高师学生专业承诺具有显著的人口学变量特征;学习自我效能感与学习适应性是影响高师学生专业承诺的重要因素。To explore the status of teacher college students＇ specialized commitment and its influencing factors, 665 teachers college students and 273 non--teachers college students were investigated by the measuring scales of specialized commitment, learning adaptability and learning self--efficacy. It indicates that, first, the level of teacher college students＇ specialized commitment is upper middle and their continuous commitment is relatively low. Second, there exists significant difference in the total score of commitment and continuous commitment between the teacher--education students and the non--teacher college students, the former is much lower than the latter. The commitment of the teacher college students presents the characteristics of demographic variety. The learning self--efficacy and learning adaptability are the major influencing factors of teacher college students＇ specialized commitment.

关 键 词：高师学生 专业承诺 学习适应性 学习自我效能感 

分 类 号：G655[文化科学—教育学]