师范生职业认同感与学业情绪的关系研究——以小学教育专业为例  

Relationship Between Teacher Professional Identity and Academic Emotions of Normal College Students——Taking the Major in Primary Education for Example

作　　者：李艳玲[1] 王金涛[2] 

机构地区：[1]淮南师范学院教育科学系,安徽淮南232038 [2]华中师范大学心理学院,湖北武汉430079

出　　处：《集美大学学报（教育科学版）》2016年第1期43-48,共6页Journal of Jimei University：Education Science Edition

基　　金：第六批国家级小学教育特色专业建设项目(TS12153);安徽省人文社科重点项目"大学生认知疲劳曲线研究"(SK2014A384)

摘　　要：采用师范生职业认同感量表与学业情绪量表,对小学教育专业300名本科生进行测量,通过统计分析考察师范生职业认同感与学业情绪现状,并探索两者之间关系。研究表明:师范生教师职业认同感较高,存在年级差异;师范生积极学业情绪体验总体较高,消极情绪体验较低,存在年级差异;师范生教师职业认同感与学业情绪各维度之间均存在显著正相关,职业认同感对学业情绪各维度有较强预测力。The study investigated 300 normal college students＇ teacher professional identity and Academic emo- tions by scales, and the relationship among the two variables. The result indicated： he identity of teacher profes- sional was higher and there were differences in grades; the positive academic emotions was generally high, and the negative academic emotions was lower ; there were grade differences in academic emotions; the relationship between teacher professional identity and academic emotions is significantly positive; moreover, teacher professional identity showed equable predictability on the academic emotions.

关 键 词：师范生 职业认同感 学业情绪 

分 类 号：G444[哲学宗教—心理学]