Research On Relationship Of Professional Commitment And Self-identity,Learning Adjustment Of College Students

University education stage is the important period which student accepts the high level professional education and establishes the future direction, it determines a person’s career. Previous studies had found that most students can’t actively select major according to their interests and ambitions, so that it may cause all sorts of problems in learning because of the unsatisfactory profession. In recent years, more and more college students ask for turning professional, but their behavior still exist blindness, some researchers think this is because college students’professional commitment is not high, professional commitment is a positive attitude and behavior which students identity with their major and also would like to put in the efforts. The college stage is critical for the formation of students’self-identity, and identity achievement will affect students’study and life. And the learning of University is different from that of middle and primary school, so learning adjustment is very important for college students. Studies have found that the college student’s self-identity and learning adjustment have influence on professional commitment, but the studies to explore relationship between them are not much. Therefore, explore the relationships between the college students’ professional commitment and self-identity, learning adjustment, which will not only increase the related theory, but also provide the basis for taking measures to increase students’mental health level and to make students success.The study measures487college students form four grades of Yangtze university by the undergraduates’professional commitment scale, the undergraduates’ self-identity process questionnaire, the undergraduates’learning adjustment scale. And we analyses data by SPSS15.0, through descriptive statistics, compare means, correlation analysis and regression analysis to analyse the characteristics of professional commitment, self-identity, learning adjustment of college students, and to analyse the relationships between the college students’ professional commitment and self-identity, learning adjustment.Results:1. The mean score of college students’professional commitment and its dimensions are between3and4.There are no significant differences on professional commitment in gender, birthplace and (non)singleton.The mean score for arts students is significantly higher than the mean score for science students on affective commitment(p<0.01);There is significant differences only on the score of normative commitment in grade,and LSD post hoc tests reveal that the mean for freshman is significantly higher than the mean for sophomore, junior, senior students(all p<0.05).2.The mean score of college students’self-identity variables--exploration and commitment are between4and5.There are no significant differences on exploration and commitment in gender, birthplace and (non)singleton; The mean score for arts students is significantly higher than the mean score for science students on exploration(p<0.05); The mean score for freshman is the highest on exploration, and it is significantly higher than that for junior, senior students(all p<0.05), but there are no significant differences between freshman and sophomore, and no significant differences between sophomore, junior students and senior students.3.Except the mean score of learning environment is below3, the mean score of college students’learning adjustment and its other dimensions are between3and4. There are no significant differences on learning adjustment in birthplace and (non)singleton; The mean score for schoolgirls is significantly higher than the mean score for schoolboys on mode of teaching (p<0.001), learning attitude (p<0.01) and learning adjustment (p<0.01); The mean score for arts students is significantly higher than the mean score for science students on learning attitude (p<0.05); There is significant differences on learning attitude in grade, and LSD post hoc tests reveal that the mean for freshman is significantly higher than the mean for sophomore,junior, senior students (all p<0.05).4. Except there is no significant correlation between continuance commitment and exploration,there are significant positive correlation between professional commitment and self-identity variables (all p<0.01); The mean score for the four identity status students on professional commitment show that:on affective commitment, normative commitment and professional commitment, the mean score for self-identity achievement students is significantly higher than that for the diffusion, moratorium, foreclosure students(all p<0.05), the mean score for foreclosure students is significantly higher than that for the diffusion, moratorium, students (all p<0.05); On ideal commitment and continuance commitment, the mean score for self-identity achievement, foreclosure students are significantly higher than that for the diffusion, moratorium students(all p<0.05).5. Except there is no significant correlation between ideal commitment and learning environment, there are significant positive correlation between professional commitment as well as its dimensions and learning adjustment as well as its dimensions. The mean score for the high-scoring group of learning adjustment is significantly higher than that for the low-scoring group of learning adjustment on professional commitment(p<0.01).6. There are significant positive correlation between exploration and learning adjustment, and learning motivation,and learning ability,and learning attitude(all p<0.01); There is significant negative correlation between exploration and learning environment(p<0.01);There are significant positive correlation between commitment variable and professional commitment as well as its dimensions(all p<0.01). The mean score for the four identity status students on learning adjustment show that:on learning motivation, mode of teaching, learning attitude, and learning adjustment, the mean score for self-identity achievement, foreclosure students are significantly higher than that for the diffusion, moratorium students(all p<0.05); On learning ability, there are significant differences between different identity status students(all p<0.05),it shows that self-identity achievement> foreclosure> moratorium> diffusion students; On learning environment, the mean score for foreclosure students is significantly higher than that for the achievement, diffusion, moratorium students(all p<0.05), the mean score for diffusion students is significantly higher than that for the moratorium students(p<0.05).7. Commitment variable can significantly predict professional commitment, and accounted for30.8%of variance; Learning adjustment can significantly predict professional commitment, and accounted for33.8%of variance; Commitment variable can significantly predict learning adjustment, and accounted for29.1%of variance.8. Learning adjustment has38.7%mediating effect between commitment variable and professional commitment.Conclusions:1. The college students’ professional commitment, self-identity variables, learning adjustment are on middle level.2. Majors and grades have significant influence on the college students’ professional commitment, self-identity, learning adjustment. Arts students have higher exploration level, better learning attitude and higher affective commitment than science students. The freshman have higher exploration level, better learning attitude and higher normative commitment than sophomore, junior, senior students.3. Except there is no significant correlation between continuance commitment and exploration,there are significant positive correlation between professional commitment and self-identity variables; Except there is no significant correlation between ideal commitment and learning environment, there are significant positive correlation between professional commitment as well as its dimensions and learning adjustment as well as its dimensions; There are significant positive correlation between exploration and learning adjustment, and learning motivation,and learning ability,and learning attitude; There is significant negative correlation between exploration and learning environment; There are significant positive correlation between commitment variable and learning adjustment as well as its dimensions.4. Except learning environment, the mean score for self-identity achievement, foreclosure students are significantly higher than that for the diffusion, moratorium students on professional commitment and on learning adjustment; The mean score for the high-scoring group of learning adjustment is significantly higher than that for the low-scoring group of learning adjustment on professional commitment.5. Commitment and learning adjustment can predict professional commitment; Commitment can predict learning adjustment.6. Learning adjustment has significantly mediating effect between commitment variable and professional commitment.