学业自我效能感在大学生专业认同与学习投入间的中介作用  

The mediating effect of academic self-efficacy on professional identity and learning engagement in college students

作　　者：武凌芸 董开莎[3] 杨艳[2] Wu Lingyun;Dong Kaisha;Yang Yan(School of Marxism,Shaanxi University of Technology,Hanzhong 723000,China;Faculty of Education,Shaanxi Normal University,Xi'an 710000,China;School of Education,Shaanxi University of Technology,Hanzhong 723000,China)

机构地区：[1]陕西理工大学马克思主义学院,汉中723000 [2]陕西师范大学教育学部,西安710000 [3]陕西理工大学教育科学学院,汉中723000

出　　处：《中华行为医学与脑科学杂志》2022年第10期938-942,共5页Chinese Journal of Behavioral Medicine and Brain Science

基　　金：国家社会科学基金(17BSH095);陕西省教育厅科研计划项目(20JG005);陕西理工大学教育科学研究项目(JYYJ2021-07)。

摘　　要：目的探究大学生专业认同对学习投入的影响, 以及学业自我效能感在两者间的中介作用。方法使用整群抽样法, 选取4所地方高校441名思政专业大学生, 采用专业认同量表、学习投入量表以及学业自我效能感量表进行问卷调查。使用SPSS 26.0进行描述性分析、相关分析, 并使用AMOS 24.0进行结构方程建模以及采用Boostrap法进行中介效应检验。结果思政专业大学生专业认同得分为(3.854±0.515)分, 学业自我效能感得分为(3.496±0.426)分, 学习投入得分为(4.900±0.899)分。专业认同与学习投入呈正相关(r=0.658, P<0.01), 专业认同与学业自我效能感呈正相关(r=0.735, P<0.01), 学业自我效能感与学习投入呈正相关(r=0.756, P<0.01)。学业自我效能感在专业认同与学习投入间起部分中介作用(效应值=0.266, 95%CI=0.178~0.404 ), 占总效应的63.64%。结论专业认同可直接影响大学生学习投入, 也可通过学业自我效能感间接影响学习投入。Objective To investigate the relationship between professional identification and learning engagement,as well as the role of academic self-efficacy as a mediating factor between ideological and political education majors.Methods Totally 441 students majoring in ideological and political education were collected from four local universities by cluster sampling method,and professional identity scale,learning engagement scale and academic self-efficacy scale were used for investigation.SPSS 26.0 was used for descriptive analysis and correlation analysis,and AMOS 24.0 was used to conduct structural equation modeling and Bootstrap mediating effect test.Results The scores of professional identity,academic self-efficacy and learning engagement were(3.854±0.515),(3.496±0.426)and(4.900±0.899).Professional identity was positively correlated with learning engagement(r=0.658,P<0.01),professional identity was positively correlated with academic self-efficacy(r=0.735,P<0.01),academic self-efficacy was positively correlated with learning engagement(r=0.756,P<0.01).Academic self-efficacy played partial mediating role in the relationship between professional identity and learning engagement(effect value=0.266,95%CI=0.178-0.404),accounted for 63.64%of the total effect.Conclusion Professional identity can directly affect college students'learning engagement,and also indirectly affect learning engagement through academic self-efficacy.

关 键 词：专业认同 学习投入 学业自我效能感 思政专业 大学生 

分 类 号：G442[哲学宗教—心理学]