高职生自我效能感与学习投入的关系  

Professional Commitment as a Mediator between Vocational Students' Self-efficacy and Learning Engagement

作　　者：甘良梅[1] 贾绪计[2] 

机构地区：[1]南京铁道职业技术学院社科部,江苏南京210031 [2]北京师范大学心理学院,北京100875

出　　处：《宁波大学学报（教育科学版）》2015年第2期111-115,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：南京铁道职业技术学院2013院级课题"高职院校‘订单式培养’学生学习投入的实证研究"(Y13042);江苏省大学生创新创业计划训练计划"网络时代下高职大学生孤独感现状的调查研究"(201413106015Y)

摘　　要：为了考察专业承诺在自我效能感与学习投入之间的中介作用,对473名高职大学生采用一般自我效能感量表、大学生专业承诺量表和学习投入量表进行问卷调查。结果表明:(1)总体上高职大学生学习投入程度中等,不同年级大学生在自我效能感、专业承诺和学习投入上均存在显著性差异,其中大三学生得分最高,但均不存在性别差异;(2)自我效能感、专业承诺与学习投入各维度均呈高度正相关;(3)专业承诺中的情感承诺和继续承诺在自我效能感与学习投入间具有部分中介作用,高职大学生学习投入水平的提高关键是对所学的专业热爱并认可其未来发展。This article used the General Self Efficacy Scale, Undergraduates Professional Commitment Scale and Utrecht Work Engagement Scale to survey 473 students in vocational colleges to probe into the mediating effect of professional commitment on the general self-efficacy and learning engagement. The results showed that：（1） the level of learning engagement was, in general, medium, with graders significantly different in general self-efficacy, professional commitment and learning engagement, of which the junior was the best, without differences existing in sex;（2） there were statistically significant positive correlation of self-efficacy, professional commitment, and learning engagement; and（3） professional commitment played a role in mediating general self-efficacy and learning engagement. The results suggested that it is vital to the improvement of vocational students＇ learning engagement by nurturing their affections for professions and promising future.

关 键 词：高职学生 自我效能感 学习投入 专业承诺 中介作用 

分 类 号：G441[哲学宗教—心理学]