|Alternative Title||Relationship among the Professional Identity, Academic Motivation, and Professional Scoresof Secondary Vocational Students|
|Place of Conferral||中国科学院心理研究所|
|Keyword||专业认同 学习动机 自我控制 专业课成绩|
As an important part of high school education, secondary vocational education plays a significant role in modern. vocational education system. In recent years, an annual average of over 40% of the junior middle school graduates attend secondary vocational schools for further study.
However, due to the relatively-low social recognition, secondary vocational education is still a helpless choice for students who behave badly and perform poorly. Confront with professional study and selection of employers, the vocational education system has to overcome the difficulty of enhancing students' learning motivation and improving their academic performance, especially performance of professional courses that are closely related to future career and positions. Whether students can identify the major they selected and adapt to professional requirements will directly affect their study life and their choice for future development. According to Erikson's theory, shaping ego identity is a main task of the adolescent period, and identifying the major they learned is a significant part of developing ego identity. Based on the ego identity theory, this study mainly discusses the relationship between secondary vocational school students' professional identity, learning motivation, academic results of professional courses and regulating effect of individual differences (self control).
This study is based on a questionnaire of 448 students selected from 17 majors of 3 secondary vocational schools in Beijing. Students' exam results of professional classes are provided by these 3 schools. Statistical results show that students of secondary vocational schools have strong learning motivation, high degree of professional identity, but their self control capability still needs to improve. Structural equation model analysis indicates that secondary vocational students' professional identity and self control can help to predict academic results of professional courses. Students with higher level of professional identity have stronger learning motivation and better performance in academic courses. Professional identity has a significant positive role in predicting academic results through external motivation. Students with stronger self-control capacity have better academic performance, but self-control plays no significant role in regulating learning motivation and academic results.
In previous studies, scholars in China and abroad paid more attention to college students and ordinary high school students, and less attention has been paid to secondary vocational students. By analyzing the relationship between secondary vocational school students' professional identity, learning motivation, academic results of professional courses and self-control, this study aims to discover more elements that are conducive to improve students' academic performance, make them better adapt to the study and life in secondary vocational school, and lay good foundations for students' future career positioning and life planning.
|赵以文. 中职学生专业认同、学习动机和专业课成绩之间的关系[D]. 中国科学院心理研究所. 中国科学院大学,2015.|
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