學(xué)前教育學(xué)生專業(yè)認(rèn)同感與自主學(xué)習(xí)動機(jī)的關(guān)系:心理彈性和學(xué)習(xí)倦怠的序列中介效應(yīng)分析

摘要： 為探究心理彈性與學(xué)習(xí)倦怠在學(xué)前教育學(xué)生專業(yè)認(rèn)同感與自主學(xué)習(xí)動機(jī)之間的中介效應(yīng),本研究采用學(xué)前教育學(xué)生專業(yè)認(rèn)同感問卷、自主學(xué)習(xí)動機(jī)問卷、心理彈性問卷和學(xué)業(yè)倦怠問卷,對不同培養(yǎng)層次的4所院校的404名二年級學(xué)前教育專業(yè)學(xué)生進(jìn)行了調(diào)查研究,結(jié)果發(fā)現(xiàn)學(xué)前教育學(xué)生專業(yè)認(rèn)同感、自主學(xué)習(xí)動機(jī)和心理彈性水平較高,學(xué)習(xí)倦怠水平較低;專業(yè)認(rèn)同感既不直接降低學(xué)習(xí)倦怠,也不直接對自主學(xué)習(xí)動機(jī)產(chǎn)生明顯的影響;專業(yè)認(rèn)同感主要借助心理彈性的中介作用實(shí)現(xiàn)對自主學(xué)習(xí)動機(jī)的積極影響,包含兩條相互交織的路徑:一是"專業(yè)認(rèn)同感—心理彈性—自主學(xué)習(xí)動機(jī)",二是"專業(yè)認(rèn)同感—心理彈性—學(xué)習(xí)倦怠—自主學(xué)習(xí)動機(jī)"。研究表明,國家和社會應(yīng)繼續(xù)加大學(xué)前教育專業(yè)教學(xué)改革力度,鼓勵學(xué)生自主學(xué)習(xí);出臺并落實(shí)提升幼兒園教師待遇的政策,增加學(xué)前教育專業(yè)的吸引力;加大對學(xué)前教育學(xué)生的心理健康關(guān)注力度,通過提升心理彈性,培養(yǎng)堅(jiān)韌、積極、樂觀向上的心態(tài),降低學(xué)習(xí)倦怠水平,提升自主學(xué)習(xí)動機(jī)。
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.