The Research On Relationship Among Learning Responsibility,Professional Commitment And Learning Input Of Normal Students

This research chose 1200 normal students from 6 normal colleges in Fujian Province as the research objects,and used Normal School Students' Learning Responsibility Questionnaire designed by the author,Normal School Students' Professional Commitment Questionnaire revised by the author,and the College Students' Learning Input Form designed by Li Xiying to discuss the present situation and relationship among professional commitment,learning responsibility and learning input.The aims of the research are to lead the normal students to having a correct understanding of the learning of normal major,to improve leaning responsibility and professional identity,and to promote professional development.Research findings:1.The Normal School Students' Learning Responsibility Questionnaire,the Normal School Students' Professional Commitment Questionnaire and the College Students'Learning Input Form had good reliability and validity.2.The learning responsibility of normal students had six dimensions,which were emotion of learning responsibility,motivation of learning responsibility,will of learning responsibility,cognition of learning responsibility,attitude of learning responsibility and behavior of learning responsibility.The professional commitment had four dimensions,which were affective commitment,ideal commitment,normative commitment and continuance commitment.The learning input had three dimensions,which were motivation,energy and concentration.3.There were significant differences on the demographic variables of learning responsibility of normal students,such as gender,origin,grade,whether they were the only child of their families,whether they were student cadres,whether they were free normal students,whether the normal major was their first choice,and whether to engaged in teaching career in the future.The specific performances of learning responsibility:girls were higher than boys,rural students were higher than urban students,junior students were higher than other students,student cadres were higher than non student cadres,non only child students were higher than the only child students,non free normal students were higher than the free normal students,the students who chose normal major as their first choice were higher than the students who didn't choose normal major as their first choice,the students who wanted to engage in teaching career in the future were higher than other students.However there weren't significant differences on the level of discipline and school.4.There were significant differences on the demographic variables of professional commitment and learning input,such as gender,grade,whether they were the only child,whether they were student cadres,whether they were free normal students,and whether the normal major was their first choice,but there weren't significant differences in aspects of origin,discipline,school level and whether to engage in the work of teachers in the future.In the aspect of professional commitment:girls were higher than boys,junior students were higher than other students,non only child students were higher than the only child students,student cadres were higher than non student cadres,non free normal students were higher than the free normal students,the students who chose normal major as their first choice were higher than the students who didn't choose normal major as their first choice,the students who want to engage in the work of teachers in the future were higher than other students.In the aspects of learning input,boys were higher than girls on the dimension of energy,girls were higher on the dimension of energy and concentration,senior students were higher than other students,non only child students were higher than the only child students,non free normal students were higher than the free normal students,the students who chose normal major as their first choice were higher than the students who didn't choose normal major as their first choice,the students who wanted to engage in the work of teachers in the future are higher than other students.5.There was significant positive correlation among learning responsibility,professional commitment and learning input.6.In the process of analyzing the learning responsibility,professional commitment and learning input,the research found that the learning responsibility plays a a partial mediating role in the relationship between professional commitment and learning input,and the mediating effect accounted for 41.82%of the total effect.