Relationships Among Professional Identity, Professional Commitment And Learning Burnout Of College Students Majored In Preschool Education

The studies on students’ professional identity, professional commitment and learning burnoutcan help us understand the learning initiatives of the students and also make vital effects on thefurther studies on the learning interest, learning motivation, professional development andoccupation orientation of the students. Nowadays, many scholars have researched on collegestudents’ professional identity, professional commitment and learning burnout. Most of the surveysshow that Chinese college students’ professional identity is on the medium level, the professionalcommitment is low, and the learning burnout is relatively high. However, the study on therelationships among the three is rare. In the past recent years, preschool education has gainedgrowing concerns in China and the government has promulgated a series of active policies toencourage the development of preschool education. Combining the era backgrounds, the thesis doesa survey and analyzes the current situation and the variations of the professional identity,professional commitment and learning burnout of the university students majored in preschooleducation. On the basis, the thesis discusses the relationships among the professional identity,professional commitment and learning burnout of the university students. The study hopes toprovide useful data and reference for the education and development of preschool teachers.The thesis uses questionnaires of Qin Fan Bo (2009) and Lian Rong et al.(2005) for reference,does a survey on1346university students majored in preschool education and then employsSPSS11.5and SPSS16.0software to analyze the collected data.The main findings of the study are as follows:1、Generally speaking, professional identity of the students majored in preschool education is ata relatively high level. That is to say most of the students have good agreements and recognitions onthe career of preschool teachers. However, due to the differences on grades, ideals, residences andlearning conditions, the identities of different students have some differences. And there are someinteractive effects among the grades, ideals and residences of different students.2、Professional commitment of the students majored in preschool education is at a relativelyhigh level. Due to the differences on grades, ideals, residences, learning conditions and school levels,the commitment s of different students have some differences. And there are some interactive effects among the grades, ideals and residences of different students.3、Learning burnout of the students majored in preschool education is at a relatively low level.However, there are differences among different grades, ideals, residences and learning situations ofthe students. Besides the interactive influences among different grades, ideals and residences, thereare also interactive effects between educational degrees and school levels.But in general the3conclusions above show that compared with the previous studies ofpreschool education major and other majors, preschool education students’ professional identity andprofessional commitment at the present stage have improved and learning burnout level hasdropped.4、There are close relationships among the professional identity, professional commitment andlearning burnout of the students majored in preschool education. The four factors of the identityincluding cognition, emotion, behavior, appropriateness and the four dimensions of the professionalcommitment all present significant positive correlations. The four factors of the identity and thethree dimensions of learning burnout show remarkable negative correlations. The three dimensionsof learning burnout and the four dimensions of professional commitment show prominent negativecorrelations.5、Professional identity and professional commitment can predict learning burnout; the2variables of professional identity and professional commitment could explain the35.8%variance ofthe learning burnout; the four factors of professional identity and the emotion and continuancecommitments can give an explanation of46.2%variance of learning burnout.6、Professional commitment in students majored in preschool education plays a partialmediating role between professional identity and learning burnout.