职业使命感对乡村定向师范生学习投入的影响研究——基于有调节的中介效应分析

Research on the Impact of Professional Sense of Responsibility on the Learning Engagement of Rural-Oriented Normal School Students—Based on the Analysis of Moderated Mediating Effects

摘要: 职业使命感是一种自主性较强的内在动机。本研究以乡村定向师范生为对象，引入职业认同与学业自我效能感变量，系统探析二者在职业使命感影响学习投入过程中所发挥的作用。结果表明：(1) 职业使命感对乡村定向师范生的学习投入具有显著正向影响，可正向预测其学习投入水平；(2) 职业认同在职业使命感影响乡村定向师范生学习投入的过程中发挥部分中介作用；(3) 学业自我效能感在职业使命感与学习投入之间起调节作用。研究不仅揭示了职业使命感作用于学习投入的内在机制，也为切实提升乡村定向师范生的学习投入水平提供了实证依据。

Abstract: Career calling is a kind of intrinsic motivation with strong autonomy. Taking rural targeted normal students as the research subjects, this study introduced the variables of professional identity and academic self-efficacy, and systematically explored their roles in the influence of career calling on learning engagement. The results showed that: (1) Career calling exerted a significant positive effect on rural targeted normal students’ learning engagement and could positively predict their learning engagement level; (2) Professional identity played a partial mediating role in the relationship between career calling and learning engagement of rural targeted normal students; (3) Academic self-efficacy acted as a moderator between career calling and learning engagement. This study not only reveals the internal mechanism of how career calling affects learning engagement, but also provides empirical evidence for effectively improving the learning engagement level of rural targeted normal students.