师范院校大学生专业承诺、学习倦怠的状况及其关系分析

A Study on the Professional Commitment and Learning Burnout of Undergraduates in Normal School

摘要: 为了了解当前师范院校大学生积极和消极的学习心理状况，采用量表法对对157名的大学生进行了专业承诺和学习倦怠的状况及其关系的研究。结果表明，(1) 专业承诺水平均于中间值，情感承诺、规范承诺、继续承诺的水平高于理想承诺。学习倦怠水平较高，主要表现在行为不当因子上。(2) 男生的情感承诺和理想承诺显著高于女生。男生行为不当显著低于女生；(3) 大一的理想承诺显著高于大四的同学，大三学生在情绪低落显著低于大一大二学生；大一低成就感显著高于大二、大四，大二低成就感显著高于大三；(4) 文科学生的情绪低落、行为不当、低成就感显著低于理科学生。(5) 师范类型的学生在情绪低落、低成就感上显著高于非师范类学生，师范类的在情感承诺和理想承诺上均显著低于非师范类学生。(6) 情感承诺是当前大学生学习倦怠的最重要的预测变量，说明大学生对专业的理性认识不够。

Abstract: To have a better understanding of the positive and negative learning psychology of current un-dergraduates, scales were used to study the professional commitment and learning burnout of 170 under graduates of different sexes, grades, majors. The research shows that undergraduates, specialty commitment level is not high, while their learning burnout level is comparatively high. In terms of gender difference, male students are higher than females at the level of affective com-mitment and ideal commitment, while female students are lower than males at the level of achievement sense. In terms of grades, freshmen are higher than seniors at the level of ideal com-mitment; freshmen and sophomores are higher than juniors at the level of the general burnout; freshman are higher than sophomores and seniors at the level of reduced personal accomplishment. In terms of majors, behavior inadequacy, the general burnout and reduced personal accom-plishment level of students of liberal arts is higher than science. As far as the types of major are concerned, the specialty commitment and the affective commitment level of normal students are lower than those of non-normal students, while their behavior inadequacy, the general burnout and reduced personal accomplishment level are higher than those of non-normal students. The affective commitment level is the most effective forecasting factor in measuring the burnout level of undergraduates.