摘要
本研究采取社会认知职业理论为理论分析视角探讨了职业使命感对大学生学业投入的影响及内在机制。对来自436名师范生的研究样本进行回归分析结果表明:(1)职业使命感可以显著预测免费师范生的学业投入;(2)职业结果期待和职业自我效能在职业使命感与学业投入之间起到部分中介作用;(3)职业使命感还可以通过职业结果期待、职业自我效能显著预测免费师范生的职业满意度,进而预测他们的学业投入。
More recently, work engagement has found its way into the field of study, and the concept of study engagement has been proposed. It was maintained that from a psychological point of view, students’ core activities can be considered as ‘work’. Namely, like employees, students are involved in structured, coercive activities（e.g., doing assignments, attending classes） that are directed toward a specific goal（e.g., passing exams, acquiring a degree）. Hence, students could also experience engagement regarding their studies. Analogous to work engagement, study engagement is characterized by feeling vigorous, being dedicated to one’s studies, and being absorbed in study-related tasks. The studies showed that study engagement had positive effects on academic achievement, study strategies and career competencies. Given the importance of study engagement, its antecedents come into the view of scholars. In the extant literature, the antecedents studied could be divided into three categories： demographic factors, individual characteristics and environmental factors. Career calling is a transcendent summons, experienced as originating beyond the self, to approach a particular life role in a manner oriented toward demonstrating or deriving a sense of purpose or meaningfulness and that holds other-oriented values and goals as primary sources of motivation. Calling is closely related to the population of teachers. But in the extant literature about engagement, career calling was ignored. Drawing on the social cognitive career theory, we examined the effects of career calling on study engagement of normal university students. To reduce the common method bias, a three-wave investigation procedure was carried out. In total, 476 questionnaires were initially distributed to normal university students recruited from a normal university located in Central China. The final sample consisted of 436 valid questionnaires, 21.56% were freshmen（N = 94）, 19.54% were sophomores（N = 84）, 17.29% were juniors（N = 119）, and 31.19% were seniors（N = 136）. On average, the participants were 22.01 years old（SD = 1.23）. Most of the participants were females（N = 310, 71.10%）. The instruments used in this study included the 12-Career Calling which measured career calling, Professional Identity Scale for Normal Students which measured career outcome expectations and career self-efficacy, the Career Satisfaction which overall assessed satisfaction with teaching profession, the Utrecht Work Engagement Scale-Student which assessed personal engagement in the study-related tasks. The SEM analysis was used to test the proposed hypotheses. The result shows：（1） Career calling positively and significantly predicts study engagement（β =.24, p 〈.01）,（2） Career outcome expectations and career self-efficacy partially mediates the positive relationship between career calling and study engagement（ind =.06, p 〈.01; ind =.14, p 〈.05）, and（3） Career calling predicts study engagement via career satisfaction which positively relates to career outcome expectations and career self-efficacy（ind =.02, p 〈.05; ind =.02, p 〈.05）. This research makes theoretical contributions in several ways. First, this research extends the understanding of antecedents of study engagement by examining the effects of career calling on study engagement and its underlying psychological mechanisms. Second, this research extends the understanding of the outcomes of career calling by integrating calling and study engagement into social cognitive career theory. In the end, implications for practitioners and research limitations and future directions are discussed.
出处
《心理科学》
CSSCI
CSCD
北大核心
2016年第3期659-665,共7页
Journal of Psychological Science
基金
国家社科基金项目(15BGL151)的资助
