A Correlational Study On The Social Support、Professional Commitment And Learning Resposibility Of Special Education Mayor College Students

Social support plays an important role in the psychological pressure of college students、their mental health and their quality of life.The main working object of the Special Education mayor college students in the future are the blind, deaf and mentally handicapped students, or students with special needs,this requires that they must love the special education,and have a stronger learning responsibility.How their professional commitment and their learning responsibility, with the social support from all aspects of society are inseparable.Therefore, study social support of Special Education mayor college students is very necessary.We believe that Perfect social support system is conducive to Provide great spiritual, material security for mayor of special education college students,thus stimulating professional learning enthusiasm and learning responsibility;and conducive to promote themselves to take more active strategies to deal with the difficulties and challenges in the professional learning.Because of the support and attention from all sides, the level of professional commitment of Special Education mayor college students accordingly improved in special education, who will devote more responsibility to learn the profession.For a long time, there have been some study about social support、professional commitment,and learning responsibility.but no one specialized Special Education mayor college students as research subjects, and to study the relationship between these three.This study has some new ideas.it may find characteristics and existing problemsOf special education college students’social support, professional commitment, learning responsibility.On this basis, to propose some educational countermeasures.The results of this study found that: (1) The self-questionnaire have good reliability and validity,and meet the requirements of education measurement, can be used as a measurement tool for this study.(2) Social support of Special Education mayor college students is divided into four dimensions, the order in which they score:family support＞environmental support> Teacher Support> peer support.The professional commitment questionnaire for the Special Education mayor college students included of affective commitment, normative commitment, ideal commitment, continuance commitment.The learning resposibility questionnaire for the Special Education mayor college students included of learning will, learning behavior, learning cognition, learning attitude, learning mood.(3) Professional commitment of Special Education mayor college students is divided into four dimensions, the order in which they score:normative commitment＞emotional commitment＞ideal commitment＞continued commitment.On each dimension of professional commitment and total questionnaire girls’score is significantly higher than boys,The key university special education college students’score is significantly higher than the general institutions’ students.The only-child college students’ score is significantly higher than the others.(4) Learning responsibility is divided into five dimensions, the order of their score:learning cognitive＞learning emotion＞learning will＞learning attitude＞learning behavior. Girls are significantly higher than boys in learning will, learning attitude, learning mood; Undergraduates are significantly higher than students of specialized subject in their learning will; special-education students of key school are significantly higher than the special-education students of general colleges in the learning mood score; Junior group are significantly higher than senior group in cognitive learning; Special-education moves to the first volunteer special-education major college students are significantly higher than the first volunteer in learning cognitive,;There are significant differences in engaged in special education, learning will, learning behavior, learning cognition.(5) There is a significiant correlation between social support and professional commitment for special professional college students. Correlation analysis shows that significantly positive correlation between the each dimension, total commitment of professional commitment and peer support, environmental support, family support, total scores of support. Teacher support are significantly positively related to the affective commitment, normative commitment and continued commitment and total score.(6) Social support is correlated with learning sense of responsibility for special professional college students. Correlation analysis showsd that significantly positive correlation between teacher support, environmental support and the will to learn, learning behavior, learning cognition, learning emotion, total score. Peer support, the total score of support questionnaire is significantly positively related to all dimensions and total scores of responsibility questionnaire; Family support is significantly positively related to the learning will, learning attitude, learning cognition, learning emotion and total score.(7) There is a correlation between professional commitment and learning responsibility of special professional college students. Correlation analysis shows that significantly positive correlation between affective commitment, normative commitment and all dimensions and total scores of learning responsibility questionnaire. Ideal commitment is significantly positively related to learning will, learning behavior, learning cognition, learning emotion and total questionnaire of learning responsibility. Continued commitment is significantly positively related to learning attitude, learning cognition and total questionnaire of learning responsibility.(8) In the path analysis of social support, professional commitment, learning responsibility of special education college students, professional commitment plays a partial intermediary role between social support and learning responsibility,the ratio of mediating effect is61.15%.