应用心理学本科生的专业承诺与成就目标、学习观的关系  

Relationship among Professional Commitment,Achievement Goals and Learning Ideas in Undergraduates of Applied Psychology

作　　者：李义安[1] 王一楠[2] 

机构地区：[1]中国.山东省聊城大学教育科学学院,252059 [2]河北大学教育学院

出　　处：《中国健康心理学杂志》2009年第10期1236-1238,共3页China Journal of Health Psychology

摘　　要：目的探讨应用心理学专业本科生的专业承诺与成就目标、学习观的关系。方法以136名一至四年级应用心理学本科生为调查对象进行问卷调查。结果1该专业本科生的总体专业承诺水平处于中等偏上水平,主要体现在规范承诺和情感承诺上,成就目标主要定位于掌握-趋近目标,学习观以积极建构为主;2该专业本科生专业承诺的情感承诺维度存在明显的年级差异,表现为大二年级明显低于大一和大三年级的"低谷现象";3该专业本科生的专业承诺与掌握-趋近目标和成就-趋近目标关系密切。结论高等学校可以采取积极措施提升大学生的专业承诺,以促进大学生专业素质的不断提高。Objectives To explore the relationships among professional commitment, achievement goals and conceptions of learning in undergraduates of applied psychology. Methods We measured 136 undergraduates in applied psychology with the scales of professional commitment, achievement goals and conceptions of learning. Results ①The total level of professional commitment in students of applied psychology was higher than moderate, mainly reflected on normative commitment and affective commitment. Their achievement goals were mainly located on mastery--approach goal, and their conceptions of learning were positive constructivism. ②There were significant grade differences in affective commitment for undergraduates in applied psychology, shown as ＂the Phenomenon of Lower Valley＂ that the scores of Grade 2 were significantly lower than Grade 1 and 3. ③There were significant correlations among the professional commitment, mastery-approach goal and performance-approach goal in undergraduates of applied psychology. Conclusion The higher school should take positive measures to enhance the students＇ professional commitment in order to improve their professional qualifications.

关 键 词：专业承诺 成就目标 学习观 应用心理学本科生 

分 类 号：R395[哲学宗教—心理学] R-4[医药卫生—医学心理学]