The Relationship Between Professional Commitment, Academic Self - Efficacy And Academic Adaptability

This study aims to examine the gender difference, grade difference and specialty nature difference in college students’ professional commitment, academic self-efficacy and learning adaptability, and analyze the intermediary role of academic self-efficacy in the professional commitment and learning adaptability, in order to provide the corresponding reference for college student s’ learning adaptability and profession study.This research adopts the "college students’ professional commitment scale","academic self-efficacy scale" and "college students learning adaptability scale” to survey480 college students selected at random, and using difference test, correlation analysis,regression analysis and structural equation model to discusses the relationship between college students’ professional commitment, academic self-efficacy and learning adaptability, and get some following conclusions:(1) There is no significant difference in gender between learning ability, teaching mode, learning attitude, environmental factors and the total scale in college students’ learning adaptability, and gender difference of other dimensions was not statistically significant. Boys’ learning ability score is significantly higher than girls; girls’ score is significantly higher than boys in the teaching mode, learning attitude, and environmental factors. There is no significant difference of grade and specialty nature in College students’ learning adaptability.(2) The learning adaptability and academic self-efficacy has significant positive correlation, the two subscales except the environmental factors and academic ability self-efficacy has a significant correlation; learning adaptability and professional commitment has significant positive correlation, the two subscales except teaching mode and ideal commitment, ideal commitment and environmental factors, normative commitment and environmental factors have statistical significance in correlation.(4) Academic self-efficacy has a intermediary role between the professional commitment and learning adaptability, namely professional commitment can not only influence the learning adaptability directly, but also affect learning adaptability through academic self-efficacy indirectly.