A Study On The Relationship Between Perceived Social Support And Learning Engagement Among Preschool Students

The university period is a critical period for students to reserve professional knowledge and develop professional skills.Therefore,the learning investment status of pre-primary education students is not only an important foundation for their future professional development,but also related to the quality of training of kindergarten teachers in China.As an important learning psychology,learning input will be affected by many factors,especially the students' own internal factors,such as professional identity and social support.This study uses empirical research to discuss the relationship between the three characteristics of pre-school education majors'professional identity,comprehending social support,and learning input,and further discusses how professional identity is between comprehending social support and learning input.Play an intermediary role.This study used pre-school education professional occupation questionnaires,comprehension social support scale,and college students' investment input scale as research tools,and investigated 664 pre-school college students randomly selected from 4 Xi'an and college.SPSS 23.0 was used to perform descriptive statistics,independent sample T test,Pearson correlation analysis,and multiple stepwise regression analysis.AMOS 22.0 was used to test the mediation effect,and the structural equation model diagram was constructed using occupational identity as the mediation variable.The results of the study are as follows:1.The pre-school education college students' professional identity is at a moderately high level,and the overall situation is relatively optimistic.In addition,there are differences in gender,grade,school level,type of normal students,and admission methods for college students' professional identity,and there is no difference in birthplace.2.Undergraduates of preschool education majors understand that social support is generally good,especially from friends.In addition,students realize that social support ability differs at school level,place of origin,type of children,family structure and family economic situation,and there is no gender difference.3.The pre-primary education students' learning investment is generally at the middle-to-upper level,but their scores on concentration are low and need to be further improved.At the same time,there is no difference in gender and origin of student's learning investment,and there are differences in grade and school level,types of normal students and admission methods.4.The pre-school education college students 'professional identity and understanding of social support are positively related to the students' investment in learning,and have a significant positive predictive effect on the investment in learning.5.The pre-school education college students professional identity is positively related to the understanding of social support,and the university students' understanding of social support has a significant positive predictive effect on professional identity.6.The professional identity of preschool education college students has a partial intermediary role between comprehending social support and learning investment,with a total intermediary effect of 0.477.According to the results of study,this study proposes the following research suggestions from the aspects of training schools and students themselves:1.Carry out career introduction lectures in combination with grade differences;2.Add special courses to carry out emotional experience activities;3.Create a learning atmosphere and provide Learning resources;4.Change your own ideas and regain support;5.Realize role changes and awaken professional enthusiasm;6.Adjust internal conditions and improve learning investment.