师范生职业认同感的效能-价值双维核心模型的构建  

Professional Value and Professional Efficacy:The Dual Core Factor Model of Professional Identity in Normal Students

作　　者：王鑫强[1] 张大均[1] 曾丽红[2] 

机构地区：[1]西南大学心理健康教育研究中心、教育科学研究所,重庆北碚400715 [2]武夷学院人文与教师教育学院,福建武夷山354300

出　　处：《心理发展与教育》2011年第6期662-669,共8页Psychological Development and Education

基　　金：国家哲学社会科学基金(教育学)项目(BBA070014);教育部人文社会科学青年基金项目(西部)(10XJCXLX001)

摘　　要：以师范生职业认同感研究的"职业能力"和"职业价值"两大取向为基础,根据其单维评估的不足,将职业效能感和职业价值感指标联合,提出师范生职业认同感的效能—价值双维核心模型,并考察该模型在3所部属师范大学的1237名免费师范生中是否存在及其效用。研究表明:(1)模型能有效将免费师范生分组,其中低效能—低价值占31.69%、低效能—高价值占6.63%、高效能—低价值占40.01%、高效能—高价值仅占21.67%,克服了单维评估存在的高估或低估问题;(2)模型在职业认同结果(职业意志感、职业意愿与期望感)、学业满意度、总体生活满意度及未来担忧上的分组效应显著,同时拥有高职业效能感和高职业价值感的免费师范生具有最佳的职业认同感、学业满意度、总体生活满意度和最少的未来担忧。Extant studies on professional identity of normal students either focus on ＂professional efficacy＂ or ＂professional value＂,such single dimensional perspective is prone to overestimation or underestimation.Based on both perspectives,the present study put forward the dual core factor model,and tested it by investigating professional identity of 1237 tuition-free normal college students from three normal universities in China.Results show that：1） four groups were identified based on the survey：31.69% of students are low efficacy-low value,6.63% are low efficacy-high value,40.01% are high efficacy-low value,and 21.67% are high efficacy-high value,and the result is better than single dimensional assessment;2） the four groups differed significantly in terms of professional identity outcomes（involve professional volition and professional expectation）,academic satisfaction,life satisfaction,and the worry about the future.Results also show that,among these tuition-free normal college students,those with high professional efficacy and high professional value have best professional identity,academic satisfaction,general life satisfaction,and least worry about the future.

关 键 词：免费师范生 教师职业认同感 职业意志 学业满意度 心理健康 

分 类 号：G443[哲学宗教—心理学]