高等职业学校康复治疗技术专业学生的专业认同感、学习动机和学习投入度的关系

doi:10.3969/j.issn.1006-9771.2022.09.016

摘要/Abstract

摘要：

目的了解高等职业学校康复治疗技术专业学生的专业认同感、学习动机和学习投入度的整体水平,并探讨三者之间关系。
方法 2022年3月至4月,运用专业认同感量表、学习动机量表、学习投入度量表,对北京、山东、安徽3所公办全日制普通高等职业学校康复治疗技术专业学生334例进行问卷调查。
结果共收回有效问卷信息334份,专业认同感平均分为(3.64±0.66),学习动机平均分为(3.78±0.61),学习投入度平均分为(3.42±0.72),三者之间均呈显著正相关(r > 0.602, P < 0.01)。不同学校和不同年龄学生的专业认同感存在显著性差异(P < 0.05),不同年龄和不同年级学生的学习动机存在非常显著性差异(P < 0.01),不同学校、性别、年龄、年级学生的学习投入度均无显著性差异(P > 0.05)。学习动机在专业认同感和学习投入度之间,具有显著部分中介效应现象,中介效应占总效应的55.3%。
结论高职康复治疗技术专业学生专业认同感、学习动机和学习投入度有待提升。不同经济发展水平城市的学校,学生对康复治疗技术专业认同感差异显著,提示可能存在政策传导递减效应,应当引起高度重视。

关键词: 康复治疗技术, 专业认同感, 学习动机, 学习投入度

Abstract:

Objective To investigate the overall level of professional identity, learning motivation and learning engagement in students majoring rehabilitation technology in higher vocational education, and to explore the relationship among them.
Methods From March to April, 2022, a questionnaire survey was conducted among 334 students majoring in rehabilitation technology in three public full-time higher vocational schools in Beijing, Shandong and Anhui with the Professional Identity Scale, Learning Motivation Scale and Learning Engagement Scale.
Results A total of 334 valid questionnaires were collected. The average scores of professional identity, learning motivation and learning engagement were (3.64±0.66), (3.78±0.61) and (3.42±0.72), respectively. There was a significant positive correlation among them (r > 0.602, P < 0.01). The professional identity was different with schools and ages (P < 0.05), and the learning motivation was different with ages and grades (P < 0.01). There was no significant difference in learning engagement in different schools, genders, ages, or grades (P > 0.05). The learning motivation played a mediative role between professional recognition and learning engagement, accounting for about 55.3% of the total effect.
Conclusion The professional identity, learning motivation and learning engagement of the students majoring in rehabilitation technology in higher vocational colleges are at a moderate level, which needs to be improved. The professional identity is different among the schools of cities with different economic development, which suggests that there may be a decreasing effect of policy transmission behind it, which should be highly valued.

Key words: rehabilitation technology, professional identity, learning motivation, learning engagement

中图分类号:

R49-4

郭磊,贾秀芬,刘涛. 高等职业学校康复治疗技术专业学生的专业认同感、学习动机和学习投入度的关系[J]. 《中国康复理论与实践》, 2022, 28(9): 1110-1116.

GUO Lei,JIA Xiufen,LIU Tao. Relationship among professional identity, learning motivation and learning engagement in rehabilitation technology students in higher vocational education[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(9): 1110-1116.

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变量	组别	专业志愿和工作希望	专业认知和行为	职业意志和效能	专业情感与价值认同	总体水平	F值	P值
学校	甲校	4.27±0.54	3.96±0.15	4.27±0.19	4.27±0.72	16.77±0.36	4.973	0.012
	乙校	4.23±0.06	3.89±0.08	4.23±0.50	4.23±0.85	16.58±0.67
	丙校	3.94±0.69	3.61±0.42	3.94±0.42	3.94±0.79	15.43±0.59
性别	男	3.89±0.71	3.72±0.57	3.34±0.43	3.43±0.82	14.38±0.60	0.227	0.119
性别	女	4.04±0.61	3.60±0.57	3.36±0.32	3.49±0.73	14.49±0.49	0.227	0.119
年龄	18岁	3.34±0.32	3.18±0.64	3.68±0.70	3.16±0.40	13.36±0.24	4.921	< 0.001
	19岁	3.31±0.65	3.18±0.52	3.58±0.34	3.12±0.79	13.19±0.51
	20岁	3.31±0.59	3.17±0.37	3.36±0.27	3.23±0.74	13.07±0.44
	21岁	3.11±0.74	3.16±0.59	3.58±0.41	3.32±0.90	13.23±0.58
年级	大一	3.82±0.74	3.18±0.52	3.28±0.40	3.26±0.91	13.54±0.57	3.142	0.087
	大二	3.87±0.81	3.10±0.54	3.30±0.46	3.45±0.99	13.72±0.63
	大三	3.92±0.69	3.48±0.44	3.38±0.46	3.44±0.75	14.10±0.63
平均值		4.06±0.72	3.70±0.75	3.45±0.79	3.36±0.82	14.57±0.66

变量	选项	内部动机	外部动机	总体水平	F值	P值
学校	甲校	3.85±0.19	3.61±0.07	7.46±0.22	3.488	0.120
	乙校	3.77±0.65	3.64±0.44	7.41±0.59
	丙校	3.66±0.11	3.84±0.41	7.49±0.26
性别	男	3.75±0.31	3.66±0.42	7.41±0.27	0.227	0.119
性别	女	3.74±0.26	3.59±0.38	7.33±0.23	0.227	0.119
年龄	18岁	3.64±0.13	3.15±0.21	6.81±0.60	4.921	< 0.001
	19岁	3.58±0.27	3.27±0.41	6.84±0.26
	20岁	3.55±0.73	3.32±0.78	6.86±0.23
	21岁	3.58±0.30	3.38±0.46	6.90±0.71
年级	大一	3.58±0.30	3.64±0.47	7.22±0.32	3.317	0.002
	大二	3.69±0.73	3.71±0.51	7.39±0.36
	大三	3.73±0.83	3.75±0.39	7.48±0.24
平均值		3.86±0.63	3.71±0.62	7.57±0.61

变量	选项	思维活力	奉献精神	学习专注	总体水平	F值	P值
学校	甲校	3.47±0.56	3.44±0.65	3.21±0.78	10.10±0.36	0.463	0.059
	乙校	3.49±0.29	3.43±0.38	3.20±0.31	10.13±0.90
	丙校	3.47±0.32	3.43±0.81	3.21±0.34	10.11±0.12
性别	男	3.39±0.35	3.54±0.44	3.38±0.37	10.31±0.15	0.286	0.130
性别	女	3.41±0.38	3.57±0.47	3.33±0.40	10.31±0.12	0.286	0.130
年龄	18岁	3.58±0.76	3.18±0.75	3.19±0.88	9.95±0.60	0.450	0.073
	19岁	3.58±0.44	3.27±0.53	3.26±0.46	10.10±0.24
	20岁	3.46±0.47	3.22±0.56	3.23±0.49	9.91±0.27
	21岁	3.52±0.50	3.38±0.59	3.27±0.52	10.17±0.30
年级	大一	3.21±0.53	3.44±0.62	3.57±0.55	10.22±0.33	0.352	0.155
	大二	3.10±0.56	3.53±0.65	3.49±0.58	10.12±0.36
	大三	3.31±0.20	3.43±0.29	3.47±0.22	10.21±0.10
平均值		3.41±0.75	3.54±0.73	3.32±0.77	10.27±0.72

效应	变量		拟合指数				效应量
效应	自变量	因变量	R	R²	F值	P值	β	t值	下限	上限	P值
直接效应	专业认同感	学习投入度					0.264	4.826	0.185	0.343	< 0.001
间接效应	专业认同感	学习动机	0.471	0.222	81.203	< 0.001	0.773	23.478	0.701	0.815	< 0.001
间接效应	学习动机	学习投入度	0.467	0.218	248.557	< 0.001	0.423	6.568	0.386	0.482	< 0.001
总效应	专业认同感	学习投入度	0.612	0.375	703.224	< 0.001	0.591	13.517	按中介效应立论		< 0.001