学前教育学生专业认同感与自主学习动机的关系:心理弹性和学习倦怠的序列中介效应分析
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摘要
为探究心理弹性与学习倦怠在学前教育学生专业认同感与自主学习动机之间的中介效应,本研究采用学前教育学生专业认同感问卷、自主学习动机问卷、心理弹性问卷和学业倦怠问卷,对不同培养层次的4所院校的404名二年级学前教育专业学生进行了调查研究,结果发现学前教育学生专业认同感、自主学习动机和心理弹性水平较高,学习倦怠水平较低;专业认同感既不直接降低学习倦怠,也不直接对自主学习动机产生明显的影响;专业认同感主要借助心理弹性的中介作用实现对自主学习动机的积极影响,包含两条相互交织的路径:一是"专业认同感—心理弹性—自主学习动机",二是"专业认同感—心理弹性—学习倦怠—自主学习动机"。研究表明,国家和社会应继续加大学前教育专业教学改革力度,鼓励学生自主学习;出台并落实提升幼儿园教师待遇的政策,增加学前教育专业的吸引力;加大对学前教育学生的心理健康关注力度,通过提升心理弹性,培养坚韧、积极、乐观向上的心态,降低学习倦怠水平,提升自主学习动机。
In order to explore the mediating effect between psychological resilience and learning burnout in preschool education students' professional identity and self-directed learning motivation,404 second-grade preschool students from four institutions at different levels of training was selected with the questionnaire of preschool education students' professional identity, self-directed learning motivation questionnaire,psychological resilience questionnaire(CD-RISC) and academic burnout questionnaire. The results show that students with preschool education have higher professional identity,self-directed learning motivation and psychological resilience,and lower learning burnout. The professional identity of preschool students can not directly reduce learning burnout,and can't directly affect self-directed learning motivation;the professional identity of preschool education students can mainly achieve the influence on self-directed learning motivation by means of the mediating role of psychological flexibility. The influence includes two intertwined paths:one is"professional identity—psychological resilience—self-directed learning motivation,and the other is"professional identity—psychological resilience—learning burnout—self-directed learning motivation". The reform of preschool teaching should be constantly strengthened and maintained,students should be encouraged to learn independently;policies should be introduced and implemented to improve the treatment of preschool teachers,improve the economic treatment and social status of preschool teachers to increase the attractiveness of preschool majors. The mental health concern of educational students is to improve their psychological resilience,cultivate their tenacity,positive and optimistic attitude, reduce their learning burnout level and enhance their motivation for independent learning.
In order to explore the mediating effect between psychological resilience and learning burnout in preschool education students' professional identity and self-directed learning motivation,404 second-grade preschool students from four institutions at different levels of training was selected with the questionnaire of preschool education students' professional identity, self-directed learning motivation questionnaire,psychological resilience questionnaire(CD-RISC) and academic burnout questionnaire. The results show that students with preschool education have higher professional identity,self-directed learning motivation and psychological resilience,and lower learning burnout. The professional identity of preschool students can not directly reduce learning burnout,and can't directly affect self-directed learning motivation;the professional identity of preschool education students can mainly achieve the influence on self-directed learning motivation by means of the mediating role of psychological flexibility. The influence includes two intertwined paths:one is"professional identity—psychological resilience—self-directed learning motivation,and the other is"professional identity—psychological resilience—learning burnout—self-directed learning motivation". The reform of preschool teaching should be constantly strengthened and maintained,students should be encouraged to learn independently;policies should be introduced and implemented to improve the treatment of preschool teachers,improve the economic treatment and social status of preschool teachers to increase the attractiveness of preschool majors. The mental health concern of educational students is to improve their psychological resilience,cultivate their tenacity,positive and optimistic attitude, reduce their learning burnout level and enhance their motivation for independent learning.
引文
[1]海鹰，蔡迎旗.自主学习：幼儿园教师专业发展的现实之需[J].学前教育研究，2016(3):34-40.
[2]KNOWLES M S.Self-directed learning:a guide for learners and teachers[M].Chicago:Association Press,1975:135.
[3]ZIMERMAN B J.Self-efficacy:an essential motive to learn[J].Contemporary Educational Psychology,2000,25(1):82-91.
[4][30]龚文进，李丽昭，黎晓琪.大学生自主学习动机量表的编制[J].心理技术与应用，2015(11):24-28.
[5]周新新.幼师生心理适应对专业认同的影响：学业自我效能感的中介作用[D].石家庄：河北师范大学，2018:8.
[6][29]梁进龙，崔新玲，孙钰华.学前教育专业大学生专业认同量表编制及信效度分析[J].黑龙江高教研究，2017(5):99-102.
[7]赵旭.学前教育本科生专业认同的调查研究[D].新乡：河南师范大学，2018:9.
[8]林娟，王成方.高职教育专业适切性的个案研究[J].高等工程教育研究，2015(4):174-178.
[9]BEIJEAARD D.Teachers’prior experiences and actual perceptions of professional identity[J].Teachers and Teaching,1995,1(2):281-294.
[10]MARTIN A.Motivation and academic resilience:developing a model for student enhancement[J].Australian Journal of Education,2002,46(1):34-49.
[11]VISSER C L F,WILSCHUT J A,ULVIYE I,et al.The association of readiness for inter professional learning with empathy,motivation and professional identity development in medical students[J].BMC Medical Education,2018,18(1):125-133.
[12]金则霜.大学生专业认同及其与自我概念、成就动机的关系研究[D].长沙：湖南师范大学，2011:58.
[13]赵慧勇，宁静.高职生专业认同特点及其与学习动机的关系[J].宁波大学学报（教育科学版），2013,35(4):95-99.
[14]RUTTER M.Resilience in the face of adversity:protective factors and resistance to psychiatric disorder[J].The British Journal of Psychiatry,1985,147(6):598-611.
[15]OLSSON C A,BOND L,BURNS J M,et al.Adolescent resilience:a concept analysis[J].Journal of adolescence,2003,26(1):1-11.
[16]席居哲，BIAO S，左志宏.心理弹性（Resilience）研究的回顾与展望[J].心理科学，2008,31(4):995-998,977.
[17]缪佩君，谢姗姗，陈则飞，等.幼儿教师心理弹性与职业倦怠的关系大五人格的中介效应[J].心理与行为研究，2018,16(4):512-517.
[18]张欢，李荣华，刘权.医学生职业认同感与心理弹性及其影响因素研究[J].国际医药卫生导报，2018,24(8):1142-1144.
[19]吕梦思，席居哲，罗一睿.不同心理弹性者的日常情绪特征：结合体验采样研究的证据[J].心理学报，2017,49(7):928-940.
[20]CRANE M F,SEARLE B J,KANGAS M,et al.How resilience is strengthened by exposure to stressors:the systematic self-reflection model of resilience strengthening[J].Anxiety,Stress,&Coping,2019,32(1):1-17.
[21]HEO J C,HAN S.Effects of motivation,academic stress and age in predicting self-directed learning readiness(SDLR):focused on online college students[J].Education and Information Technologies,2018,23(1):61-71.
[22]RICHARDS K A R,TEMPLIN T J,LECESQUE-BRISTOL C,et al.Understanding differences in role stressors,resilience,and burnout in teacher/coaches and non-coaching teachers[J].Journal of Teaching in Physical Education,2014,33(3):383-402.
[23]SALMELA-ARO K,UPADYAYA K.School burnout and engagement in the context of demandsresources model[J].British journal of educational psychology,2014,84(1):137-151.
[24]石雷山，高峰强，王鹏，等.成就目标定向对学习倦怠的影响：学业自我效能的中介作用[J].心理科学，2012,35(6):1393-1397.
[25][36]陈立，杨琼.特殊教育师范生专业认同与学习倦怠、学习效能感的关系研究[J].中国特殊教育，2018(1):39-45.
[26]朱晓斌，王静丽.中学生学习自我效能感、学习压力和学习倦怠关系的结构模型[J].中国临床心理学杂志，2009,17(5):626-628+543.
[27][33]张丽艳.体育专业大学生学习压力与学习倦怠：心理弹性的中介效应[J].武汉体育学院学报，2013,47(10):95-100.
[28][34]王小新，苗晶磊.大学生学业自我效能感、自尊与学习倦怠关系研究[J].东北师大学报（哲学社会科学版），2012(1):192-196.
[31]于肖楠，张建新.自我韧性量表与Connor-Davidson韧性量表的应用比较[J].心理科学，2007,30(5):1169-1171.
[32]连榕，杨丽娴，吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报，2005,37(5):632-636.
[35]易凌云.我国学前教育专业学生专业认同状况的调查研究[J].湖南师范大学教育科学学报，2017,16(6):116-123.
[37]畅军亮，吴丹.基于扎根理论的大学生学习倦怠研究：以X大学为例[J].高教探索，2016(8):62-65+79.
[38]陈妍，梁莹，强丽君.学前教育专业本科生专业认同情况的校别比较[J].学前教育研究，2008(3):21-24.
[39]马伟娜，桑标，洪灵敏.心理弹性及其作用机制的研究述评[J].华东师范大学学报（教育科学版），2008(1):89-96.
[40]MONTPETIT M A,BERGEMAN C S,DEBOECK P R,et al.Resilience-as-process:negative affect,stress,and coupled dynamical systems[J].Psychology and Aging,2010,25(3):631-640.
[41]张雪华.上海职校学生的心理弹性与创伤后成长研究[D].华东师范大学，2011:84-85.
[42]赵小云，郭成，薛桂英.幼儿教师薪酬制度知觉与工作绩效的关系：任教意愿的中介作用[J].心理与行为研究，2016,14(3):346-351.
[43]杨帆.专业认同与职业选择：男性本科生选择学前教育专业的影响因素分析[J].山东大学学报（哲学社会科学版），2016(6):138-145.
[44]RICHARDSON G E.The metatheory of resilience and resiliency[J].Journal of Clinical Psychology,2002,58(3):307-321.
[45]周秀艳.大学生心理弹性的研究现状及教育启示[J].中国成人教育，2018(8):70-72.
[2]KNOWLES M S.Self-directed learning:a guide for learners and teachers[M].Chicago:Association Press,1975:135.
[3]ZIMERMAN B J.Self-efficacy:an essential motive to learn[J].Contemporary Educational Psychology,2000,25(1):82-91.
[4][30]龚文进，李丽昭，黎晓琪.大学生自主学习动机量表的编制[J].心理技术与应用，2015(11):24-28.
[5]周新新.幼师生心理适应对专业认同的影响：学业自我效能感的中介作用[D].石家庄：河北师范大学，2018:8.
[6][29]梁进龙，崔新玲，孙钰华.学前教育专业大学生专业认同量表编制及信效度分析[J].黑龙江高教研究，2017(5):99-102.
[7]赵旭.学前教育本科生专业认同的调查研究[D].新乡：河南师范大学，2018:9.
[8]林娟，王成方.高职教育专业适切性的个案研究[J].高等工程教育研究，2015(4):174-178.
[9]BEIJEAARD D.Teachers’prior experiences and actual perceptions of professional identity[J].Teachers and Teaching,1995,1(2):281-294.
[10]MARTIN A.Motivation and academic resilience:developing a model for student enhancement[J].Australian Journal of Education,2002,46(1):34-49.
[11]VISSER C L F,WILSCHUT J A,ULVIYE I,et al.The association of readiness for inter professional learning with empathy,motivation and professional identity development in medical students[J].BMC Medical Education,2018,18(1):125-133.
[12]金则霜.大学生专业认同及其与自我概念、成就动机的关系研究[D].长沙：湖南师范大学，2011:58.
[13]赵慧勇，宁静.高职生专业认同特点及其与学习动机的关系[J].宁波大学学报（教育科学版），2013,35(4):95-99.
[14]RUTTER M.Resilience in the face of adversity:protective factors and resistance to psychiatric disorder[J].The British Journal of Psychiatry,1985,147(6):598-611.
[15]OLSSON C A,BOND L,BURNS J M,et al.Adolescent resilience:a concept analysis[J].Journal of adolescence,2003,26(1):1-11.
[16]席居哲，BIAO S，左志宏.心理弹性（Resilience）研究的回顾与展望[J].心理科学，2008,31(4):995-998,977.
[17]缪佩君，谢姗姗，陈则飞，等.幼儿教师心理弹性与职业倦怠的关系大五人格的中介效应[J].心理与行为研究，2018,16(4):512-517.
[18]张欢，李荣华，刘权.医学生职业认同感与心理弹性及其影响因素研究[J].国际医药卫生导报，2018,24(8):1142-1144.
[19]吕梦思，席居哲，罗一睿.不同心理弹性者的日常情绪特征：结合体验采样研究的证据[J].心理学报，2017,49(7):928-940.
[20]CRANE M F,SEARLE B J,KANGAS M,et al.How resilience is strengthened by exposure to stressors:the systematic self-reflection model of resilience strengthening[J].Anxiety,Stress,&Coping,2019,32(1):1-17.
[21]HEO J C,HAN S.Effects of motivation,academic stress and age in predicting self-directed learning readiness(SDLR):focused on online college students[J].Education and Information Technologies,2018,23(1):61-71.
[22]RICHARDS K A R,TEMPLIN T J,LECESQUE-BRISTOL C,et al.Understanding differences in role stressors,resilience,and burnout in teacher/coaches and non-coaching teachers[J].Journal of Teaching in Physical Education,2014,33(3):383-402.
[23]SALMELA-ARO K,UPADYAYA K.School burnout and engagement in the context of demandsresources model[J].British journal of educational psychology,2014,84(1):137-151.
[24]石雷山，高峰强，王鹏，等.成就目标定向对学习倦怠的影响：学业自我效能的中介作用[J].心理科学，2012,35(6):1393-1397.
[25][36]陈立，杨琼.特殊教育师范生专业认同与学习倦怠、学习效能感的关系研究[J].中国特殊教育，2018(1):39-45.
[26]朱晓斌，王静丽.中学生学习自我效能感、学习压力和学习倦怠关系的结构模型[J].中国临床心理学杂志，2009,17(5):626-628+543.
[27][33]张丽艳.体育专业大学生学习压力与学习倦怠：心理弹性的中介效应[J].武汉体育学院学报，2013,47(10):95-100.
[28][34]王小新，苗晶磊.大学生学业自我效能感、自尊与学习倦怠关系研究[J].东北师大学报（哲学社会科学版），2012(1):192-196.
[31]于肖楠，张建新.自我韧性量表与Connor-Davidson韧性量表的应用比较[J].心理科学，2007,30(5):1169-1171.
[32]连榕，杨丽娴，吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报，2005,37(5):632-636.
[35]易凌云.我国学前教育专业学生专业认同状况的调查研究[J].湖南师范大学教育科学学报，2017,16(6):116-123.
[37]畅军亮，吴丹.基于扎根理论的大学生学习倦怠研究：以X大学为例[J].高教探索，2016(8):62-65+79.
[38]陈妍，梁莹，强丽君.学前教育专业本科生专业认同情况的校别比较[J].学前教育研究，2008(3):21-24.
[39]马伟娜，桑标，洪灵敏.心理弹性及其作用机制的研究述评[J].华东师范大学学报（教育科学版），2008(1):89-96.
[40]MONTPETIT M A,BERGEMAN C S,DEBOECK P R,et al.Resilience-as-process:negative affect,stress,and coupled dynamical systems[J].Psychology and Aging,2010,25(3):631-640.
[41]张雪华.上海职校学生的心理弹性与创伤后成长研究[D].华东师范大学，2011:84-85.
[42]赵小云，郭成，薛桂英.幼儿教师薪酬制度知觉与工作绩效的关系：任教意愿的中介作用[J].心理与行为研究，2016,14(3):346-351.
[43]杨帆.专业认同与职业选择：男性本科生选择学前教育专业的影响因素分析[J].山东大学学报（哲学社会科学版），2016(6):138-145.
[44]RICHARDSON G E.The metatheory of resilience and resiliency[J].Journal of Clinical Psychology,2002,58(3):307-321.
[45]周秀艳.大学生心理弹性的研究现状及教育启示[J].中国成人教育，2018(8):70-72.
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