心理与行为研究

心理与行为研究 ›› 2025, Vol. 23 ›› Issue (4): 536-543.DOI: 10.12139/j.1672-0628.2025.04.014

• 应用心理学 • 上一篇    下一篇

职业认同、学习投入与师范生教育实践能力的关系—基于变量中心和个体中心的分析

彭艳红1, 安晓斌1, 李志勇*,1(), 吴明证2   

  1. 1. 淮南师范学院教育学院，淮南 232038
    2. 浙江大学心理与行为科学系，杭州 310058
  • 收稿日期:2024-09-13 出版日期:2025-07-20 发布日期:2025-07-20
  • 通讯作者: 李志勇
  • 基金资助:
    全国教育科学“十四五”规划2021年度教育部重点课题“基于学习共同体的师范生教育实践能力提升策略研究”(DIA210367)。

The Relationship Between Professional Identity, Learning Engagement, and Educational Practice Ability of Normal University Students: Analysis Based on Variable-Centered and Person-Centered

Yanhong PENG1, Xiaobin AN1, Zhiyong LI*,1(), Mingzheng WU2   

  1. 1. School of Education, Huainan Normal University, Huainan 232038
    2. Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058
  • Received:2024-09-13 Online:2025-07-20 Published:2025-07-20
  • Contact: Zhiyong LI

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摘要：

为探讨职业认同、学习投入与师范生教育实践能力的关系，基于变量中心和个体中心的双重视角，采用师范生职业认同感量表、学习投入量表和师范生教育实践能力量表对1090名师范生进行调查。结果显示：(1)职业认同可直接预测师范生教育实践能力，也可以通过学习投入间接预测师范生教育实践能力；(2)师范生职业认同可以分为四种潜在类别：低认同组、中认同组、高意愿低意志组和高认同组；(3)不同职业认同潜在类别的师范生在学习投入、教育实践能力上差异显著。学习投入在职业认同潜在类别与师范生教育实践能力之间发挥显著的中介作用。上述研究结果给相关教育部门和师范院校为不同职业认同亚类别的师范生群体制定更具针对性的专业培养方案和职业发展指导计划提供了理论依据和实践参考。

关键词: 师范生, 职业认同, 学习投入, 教育实践能力, 潜在剖面

Abstract:

To explore the relationship between professional identity, learning engagement, and the educational practice ability of normal university students, this study adopted a dual perspective both variable-centered and person-centered. A survey was conducted among 1090 normal university students, using the Professional Identity Scale for Normal Students, Learning Engagement Scale, and Normal University Students Educational Practice Ability Scale. The results showed that: 1) Professional identity directly predicted the educational practice ability of normal university students, and indirectly predicted their educational practice ability through learning engagement. 2) The professional identity of normal university students could be divided into four latent categories: low identity group, moderate identity group, high willingness but low volition group, and high identity group. 3) Significant differences existed among different latent categories of professional identity in terms of learning engagement and educational practice ability. Learning engagement played a significant mediating role between latent professional identity categories and normal university students’ educational practice ability. These findings provide theoretical basis and practical reference for relevant education departments and normal universities to develop more targeted professional training programs and professional development guidance plans for different professional identity subcategories of normal university students.

Key words: normal university students, professional identity, learning engagement, educational practice ability, potential profile