心理资本视角下对高职院校学前教育专业学生专业认同感的现状分析

Analysis of the Current Status of Professional Identity among Preschool Education Major Students in Higher Vocational Colleges from the Perspective of Psychological Capital

摘要: 本文从心理资本的视角出发，分析当前学前教育专业学生的专业认同感现状，并探索提升策略。采用问卷调查法对364名高职院校学前教育专业学生心理资本的四个维度(自我效能感、希望、乐观、韧性)与专业认同感进行分析。结果发现，心理资本各维度对专业认同感产生显著的正向影响关系。根据研究结果，进一步探讨积极心理学干预措施，通过提升心理资本，提升学前教育专业学生专业认同感，对于激发其职业热情、提升教育实践能力以及实现个人职业目标具有深远的影响。

Abstract: From the perspective of psychological capital, this paper analyzes the current situation of professional identity of preschool education students and explores the strategies to improve it. The four dimensions of psychological capital (self-efficacy, hope, optimism, resilience) and professional identity of 364 students majoring in preschool education in higher vocational colleges were analyzed by questionnaire. The results show that each dimension of psychological capital has a significant positive influence on professional identity. According to the research results, further discussion of positive psychology intervention measures, through enhancing psychological capital, enhancing the professional identity of preschool education students, will have a profound impact on stimulating their career enthusiasm, improving their educational practice ability and achieving personal career goals.