Research On The Relationship Between Professional Identity, Time Management Disposition And Self-regulated Learning Of The Post-90s Vocational College Students

The professional identity, time management disposition and self-regulated learning of the vocational college students are key indicators for predicting the professional development and professional orientation of the vocational college students, which also have significant relationship with the achievement satisfaction and psychological health of the vocational college students. Currently, there are plenty of studies aiming at the professional identity of undergraduates, time management disposition and self-regulated learning both at home and abroad, while the results of such studies show different levels due to differences of the student groups, and the number of studies aiming at the relationship among the three items is relatively small. Under the general background of growing importance in vocational education in our country and the introduction of new policies in classified admission examination of Anhui Province and through investigation and analysis, this paper comprehends the current situation of professional identity of undergraduates, time management disposition and self-regulated learning of the higher vocational colleges in Anhui Province, analyzes whether there is any change in the comparison between those three items and previous studies, and further discusses the internal relationship among the three items, in order to provide certain theoretical basis and reference for the cultivation and vocational development of students in higher vocational colleges. In the meantime, this paper looks forward to comprehending the current status of self-regulated learning of vocational college students through the study, and then improve the abilities of professional identity and professional skills acquisition of the vocational college students through the following measures such as establishing the environment of training room in the campus similar to the occupational environment, establishing specialized courses more suitable for occupational demands and training course that can improve the self-management level, forward guidance in professional thinking.This study adopts the "Questionnaire on professional identity of undergraduates" after revision compiled by Qin Panbo, "Scale on time management disposition of teenagers" compiled by Huang Xiting, and "Scale on self-regulated learning of undergraduates" compiled by Zhu Zude, and carries out investigation on 399 students from four public higher vocational colleges in Anhui Province, and all the data obtained adopt the spss19.0 and amos20.0 for data statistics and analysis, and main conclusions of the study are as follows:1.In general, the professional identity level of Anhui vocational college students is above average, lower than that of the undergraduate college students. There are certain differences during the comparison of factors such as school level, classification of specialty, internship experience, influence from others, academic record and family economical condition of the students in different classifications.2.The level of time management disposition of Anhui vocational college students is lower than that of the undergraduate college students, and the time monitoring ability is the worst. There are certain differences during the comparison of factors such as classification of specialty, academic record and family economical condition of the students in different classifications.3.The of self-regulated learning motivation and self-regulated learning strategy of Anhui vocational college students is lower than that of undergraduate college students. There are certain differences during the comparison of factors such as classification of specialty, grade, academic record and family economical condition of the students in different classifications.4.There is close relationship among the professional identity, time management disposition and self-regulated learning of Anhui vocational college students. As a whole, the three variables present a medium-high positive correlation with each dimension.5.The professional identity and time management disposition can forward predict the occurrence of professional identity, and the professional identity and time management disposition can explain 54.9% amount of variation of self-regulated learning in combination; and the professional identity and time management disposition can explain 46% amount of variation of self-regulated learning motivation in combination; and the professional identity and time management disposition can explain 49.7% amount of variation of self-regulated learning strategy in combination.6.The three factors of cognitive identity, behavioral identity and emotional identity in professional identity and the three factors of time management disposition can explain 43.6% amount of variation of self-regulated learning in combination; the two factors of cognitive identity and behavioral identity in professional identity and the three factors of time management disposition can explain 46.7% amount of variation of self-regulated learning motivation in combination; the three factors of cognitive identity, behavioral identity and applicableness identity in professional identity and the two factors of time monitoring sense and time competence sense in time management disposition can explain 51% amount of variation of self-regulated learning strategy in combination.7.The time management disposition of Anhui vocational college students plays part of the mediate function between professional identity and self-regulated learning.