| In this study,the open-ended questionnaire was used to investigate the professional identity of secondary vocational school students.The expression of the existing research on the theoretical structure of professional identity and the results of the open-ended questionnaire are used to construct the structure and dimensions of professional identity of secondary vocational school students and develop the professional identity scale in line with the group characteristics of secondary vocational school students,and verify the reliability and validity of the professional identity scale of secondary vocational school students.This study includes three sub-researches,namely the compilation of the professional identity scale for secondary vocational students and the reliability and validity test.The basic characteristics of professional identification,academic input,and professional values of secondary vocational students and the professional identity,academic input,and professional values of secondary vocational students relationship.The first study is the establishment and reliability and validity test of professional identity scale for secondary vocational school students,which is divided into three stages.Stage I defines professional identity as a kind of attitude that students like and recognize their major,are willing to know their major,are willing to take practical actions for learning professional related knowledge and mastering professional related skills,including four sub dimensions which are professional cognition,professional emotion and professional investment,specialty suitability.According to the results of open-ended questionnaire survey and the expression of theoretical structure of professional identity in existing research.In the second stage,the formal scale of professional identity of secondary vocational school students was developed by questionnaire survey of 200 secondary vocational school students in Sichuan City Polytechnic College,including 18 items.In the third stage,600 secondary vocational school students in Sichuan city vocational and technical college,Chengdu Electronic Information School and Gaoming vocational and technical school were investigated with the formal scale of professional identity of secondary vocational school students.The internal consistency reliability,structural validity and criterion related validity of the scale were analyzed.The results show that the professional identity scale of secondary vocational school students has good reliability and validity,and can be used as a measurement tool of professional identity of secondary vocational school students.The second research is to use a formal scale of professional recognition for secondaryvocational students to conduct a questionnaire survey on 600 students in secondary vocational schools in Sichuan City Vocational and Technical College,Chengdu Electronic Information School,and Gaoming Vocational and Technical School to analyze the professional identification and academics of secondary vocational students.Status and basic characteristics of investment,professional values.The research results show that the professional recognition,academic investment,and professional values of secondary vocational students are all moderate.From the analysis of the specific four dimensions,the four dimensions of professional identification are: professional cognitive scores> professional emotional scores>professional investment scores > Professional appropriate score,seven dimensions of academic investment are: Value > Focus > Use of deep strategy > Efforts > Use of metacognitive strategy > Interests > Persistence,the four dimensions of professional values are: Development > Prestige > Healthcare > Status.There are significant differences in professional identity,academic investment,and professional values among secondary vocational students in terms of gender,majors,and professional choices.There are no significant differences in the source of students,whether to stay or not.The third study explores the relationship between professional identity,academic input and professional values of secondary vocational students,and uses stepwise regression analysis with various dimensions of professional identity as predictors.The results show that professional relevance,professional cognition and professional emotion are effective predictions of professional values.Variable,which can explain the 8% variation of professional values.The regression equation is expressed as: professional values = 64.283 +0.145X1 + 0.133X2 + 0.103X3.Stepwise regression analysis was conducted using various dimensions of academic input as predictors.The results showed that value and deep strategy use are effective predictors of professional values,which can explain the 8.2% variation of professional values.The regression equation is expressed as: professional values = 65.676 +0.193X1 + 0.150X2.Perform stepwise regression analysis with focus,effort,persistence,interest,value,metacognitive strategy use,deep strategy use,and academic input as the dependent variables,and professional identity,professional emotion,professional input,and appropriateness as predictive variables.The results show that professional input,appropriate specialty,and professional cognition are effective predictors of academic input,which can explain the 34% variation in professional values.The regression equation is expressed as:academic input = 52.645 + 0.286X1 + 0.260X2 + 0.219X3.According to the results of correlation analysis,there is a significant positive correlation between the three variables in this study.To further clarify the relationship between the threevariables,this study uses Amos 17.0 to assess the professional identity,academic investment,and professional values of secondary vocational students The mediation effect is tested.The research results show that The academic investment can be used as an intermediary variable.An intermediary model was constructed and the model's fitting indexes,GFI,NFI,IFI,CFI,etc.all meet the statistical standards. |
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