感知社会偏见与特殊教育师范生的专业认同:有调节的中介模型  

Perceived Social Prejudice and Professional Identity of Special Education Normal School Students:Moderated Mediation Model

作　　者：陈奕荣[1] 郭腾云 崔凤展 张澳环 魏扬帆 CHEN Yirong;GUO Tengyun;CUI Fengzhan;ZHANG Aohuan;WEI Yangfan(School of Education Science,Quanzhou Normal University,Quanzhou Fujian 362000,China)

机构地区：[1]泉州师范学院教育科学学院,福建泉州362000

出　　处：《北京联合大学学报》2025年第2期66-73,共8页Journal of Beijing Union University

基　　金：国家社科基金教育学一般项目“家长亲职胜任感影响孤独症儿童家庭生活质量的心理机制及干预研究”(BQA240216)。

摘　　要：专业认同影响特殊教育师范生专业化发展。为研究感知社会偏见、师生关系、自我价值感与特殊教育师范生专业认同之间的关系及作用机制,采用《感知社会偏见量表》《专业认同量表》《师生关系量表》和《自我价值感量表》对195名特殊教育师范生进行调查。结果表明:感知社会偏见显著负向预测特殊教育师范生的专业认同;师生关系在感知社会偏见与特殊教育师范生专业认同之间起部分中介作用;自我价值感显著调节特殊教育师范生感知社会偏见对师生关系的影响。这提示我们应增强师生互动交流,提高特殊教育师范生的专业认知和自我价值感水平,从而降低特殊教育师范生感知社会偏见对其专业认同形成过程带来的不利影响。Professional identity influences the development of specialization of special education normal school students.This study investigates the relationship and me chanism between perceived social prejudice,teacher-student relationship,self-worth,and professional identity in special education normal school students.A survey was conducted with 195 special education normal school students using the Perceived Social Prejudice Scale,Professional Identity Scale,Teacher-student Relationship Scale,and the Sense of Self-worth Scale.The results show the following:perceived social prejudice negatively predicts the professional identity of special education normal students;perceived social prejudice influenced special education normal students’professional identity directly and indirectly through teacher-student relationship;Self-worth significantly moderates the effect of perceived social prejudice on teacher-student relationship.Self-worth significantly moderates the effect of perceived social prejudice on teacher-student relationship.This prompts us to enhance teacher-student interaction and communication,improve special education professional recognition,reduce professional bias,and have a good promoting effect on the formation of good professional identity and professional development of special education normal students.

关 键 词：特殊教育师范生 感知社会偏见 专业认同 师生关系 自我价值感 

分 类 号：G76-4[文化科学—特殊教育学] G444[文化科学—教育学]