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

Abstract

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

CLC Number:

R49-4

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.

Figures/Tables 7

References 38

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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

Relationship among professional identity, learning motivation and learning engagement in rehabilitation technology students in higher vocational education

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变量	专业认同感	学习动机	学习投入度
专业认同感	1
学习动机	0.751^a	1
学习投入度	0.602^b	0.627^c	1

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