ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2017, Vol. 49 ›› Issue (12): 1513-1523.doi: 10.3724/SP.J.1041.2017.01513

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 大学生专业兴趣的形成机制:专业选择、社会支持和学业投入的长期影响

 潘颖秋   

  1.  (厦门大学公共政策研究院心理研究所, 厦门 361005)
  • 收稿日期:2016-05-13 出版日期:2017-12-25 发布日期:2017-10-25
  • 通讯作者: 潘颖秋, E-mail: ypan001@xmu.edu.cn
  • 基金资助:
     厦门大学繁荣哲学社会科学项目资助; 厦门大学校长基金×中国公共政策的理论建构与实践创新(20720171004)项目资助。

 Long-term effects of choice of major, social support, learning engagement on college students’ interest in their major

 PAN Yingqiu   

  1.  (Institute of Psychology, School of Public Policy, Xiamen University, Xiamen 361005, China)
  • Received:2016-05-13 Online:2017-12-25 Published:2017-10-25
  • Contact: PAN Yingqiu, E-mail: ypan001@xmu.edu.cn
  • Supported by:
     

摘要:  本研究考察了大一至大三期间大学生社会支持(同伴关系、寻求教师帮助)和学业投入水平(批判性思维、时间和学习环境管理)的变化趋势及其对大三时专业兴趣水平的预测作用。633名大一学生(男生305名, 女生328名)参加了为期3年的追踪调查。潜变量线性增长模型的分析结果显示, 大学生入学时的专业选择意愿与所学专业的匹配度对专业兴趣水平有显著的预测作用。在控制专业选择的影响之后, 批判性思维和时间与学习环境管理的斜率以及批判性思维在大一时的起始水平对专业兴趣有显著的积极影响; 寻求教师帮助对专业兴趣有显著的即时影响, 但长期影响不显著。

关键词:  批判性思维, 时间与学习环境管理, 同伴关系, 寻求教师帮助, 专业兴趣

Abstract:  Previous research suggested that about 40% of Chinese undergraduate students report that the majors they are studying are not congruent with their interest. To shed light on the underlying factors and processes that shape college students’ interest in their major, a longitudinal study was conducted to investigate whether and how factors including students’ initial choice of major, academic engagement (i.e., critical thinking, and time and study environment management) and social support (i.e., peer relatedness and help-seeking from teachers) in the first three years of college would shape students’ interest in their major in the third year of college. A total of 729 freshmen from a comprehensive university with high academic reputation in southern China participated in the study. 633 (305 males and 328 females) of them (87%) continued to participate in the study in the second and third years of college. The sample attrition rate for each year was about 8%. The main reason for the sample attrition was that students were not available at the time of data collection. Students from the same major program completed questionnaires in a group at a specific time in their classroom. Questionnaires were collected in the same procedure by the same experimenter in December of each year. Latent Growth Modeling was used to analyze data. It was found that students’ critical thinking as well as time and study environment management steadily decreased from Year 1 to Year 3 while peer relatedness showed an increasing pattern over the three years. It was also found that the students’ initial choice of their major and a higher level of critical thinking in the first year positively predicted students’ interest in their major in the junior year. The slopes of both critical thinking and time and study environment management from Year 1 to Year 3 also showed a positive prediction to students’ interest in their major. That is, students who demonstrated a higher level of critical thinking or were better in time and study environment management from Year 1 to Year 3 were more interested in their major in the junior year. Help seeking from teachers in the junior year also had a positive contribution to students’ interest in their major. In short, college students’ initial choice of major, critical thinking, time and study environment management, and help seeking from teachers are critical for college students’ interest in their major. College students’ deceasing critical thinking and time and study environment management is worthy of attention for researchers and educators in higher education institutes.

Key words: critical thinking, time and study environment management, peer relatedness, help seeking from teachers, interest in major

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