大学生专业认同对学习投入的影响研究:学校归属感的中介作用  

The Effect of Speciality Identity on University Students' Learning Engagement: the Mediating Role of School Belonging

作　　者：张萌[1,2] 李若兰[2] 

机构地区：[1]华南理工大学社会工作研究中心,广东广州510640 [2]华南理工大学高等教育研究所,广东广州510640

出　　处：《黑龙江高教研究》2018年第3期94-99,共6页Heilongjiang Researches on Higher Education

基　　金：2015年度广东省宣传文化人才专项资金"90后大学生心理压力现状调查及教育对策研究"(粤教财[2015]465号;编号:N4160210);2015年度中央高校基本科研业务费专项资金"大学生心理疾病公众污名现状与去污名干预研究"(编号:2015ZDXM12);2014年度华南理工大学高等教育研究基金"大学生宅人心理特点调查"(编号:gj2014011)资助

摘　　要：采用问卷法考察2374名本科生专业认同、学校归属感与学习投入的现状以及作用机制。结果表明,大学生的专业认同、学校归属感、学习投入总体水平较高,但在行为性专业认同、责任感、精力投入维度上表现较差;专业认同的性别差异显著,学校归属感、学习投入的年级差异显著,专业认同、学校归属感、学习投入在是否独生子女、家庭经济状况、专业选择、学习成绩上差异显著;学校归属感在专业认同对学习投入的影响中起到部分中介作用。A questionnaire survey is conducted to investigate the current situation and mechanism of 2374 undergraduates＇ special- ity identity, school belonging and learning engagement. The results show that university students＇ speciality identity, school belonging and learning engagement all reach a high level, but they perform poorly in dimensions of cognitive speciality identity, responsibility and vigor. Besides, university students＇ speciality identity is significantly different in gender, while school belonging and learning engage- ment differ in grades. Furthermore, the speciality identity, school belonging and learning engagement demonstrate significant differ- ences in family economic conditions, major choice and academic records. The school belonging plays a mediating role between speciali- ty identity and learning engagement partly.

关 键 词：专业认同 学校归属感 学习投入 大学生 

分 类 号：G645[文化科学—高等教育学]