Relations Research On The Altruistic Motivation,Professional Identity And Subjective Well-being Of College Students In Special Education Majors

With the improvement of the social civilization level in China, special youth education has attracted a wider range of social concerns. The recruitment of China’s special education college students is also corresponding increased. After the graduation, special education students are mainly engaged in special education related occupations, and they will face the mentally retarded, deaf, blind or disabled young people. Therefore, this occupation will face a series of problems comparing with common education. Special education students need to pay more caring and love, and put in the correct values and beliefs. Altruistic motivation is a trait motivation in quite stable pro-social personality, we believe that special education students with altruistic motives, then they will be more prone to produce professional identity and also they will gain more subjective well-being in the future special education occupation, therefore, there can be long-term sustained efforts and development in this field.Although, in China there are some studies on altruistic motivation, professional identity and subjective well-being respectively. However, these studies tend to focus on other majors, and these studies often to be isolated, yet researches on altruistic motivation and subjective well-being of the special education majors has rarely found so far. No one has ever carried out any researches regarding these three factors. The exploration of this study is of certain new values. In the meantime, it is also of great educational significance for cultivating the altruistic motivation, improving their professional identity and subjective well-being.Results of this study have shown:(1) The self-designed Questionnaire on Altruistic Motivation of Special Education Majors has achieved fairly good reliability and validity, which includes four dimensions, the scores order is as follows:Rewarding Type Altruistic Motivation> Empathy Type Altruistic Motivation> Social Norm Type Altruistic Motivation> Self-sacrifice Type Altruistic Motivation.(2) Female’s altruistic motivation in special education major is significantly higher than male’s. Altruistic motivation of students with excellent grades is significantly higher than the students with average and poor grades. Non-only child students’ empathy-altruism is significantly higher than the one-child students.(3) Altruistic motivation of those students who are willing to engage in special education career is significantly higher than those who are indifferent or unwilling to. Students who firstly select special education as their major in the college entrance examination, their social norms altruistic motivation is significantly higher than students who did not have a choice. The self-sacrificing altruism of students in the eastern part is significantly higher than the western region students. The rewarding type altruistic motivation of students in western region is significantly higher than the students in the eastern region.(4) Professional identity of special education students can be divided into four dimensions:Emotion identity> Cognitive identity> Behavior identity> Applicableness identity. Female’s professional identity is significantly higher male’s. Professional identity of students with excellent grades is significantly higher than the students with average and poor grades. Applicableness identity of senior year students is significantly higher than other students. Non-only child students’ professional identity is significantly higher than the one-child students.(5) Professional identity of those students who are willing to engage in special education career is significantly higher than those who are indifferent or unwilling to. Students who firstly select special education as their major in the college entrance examination, their professional identity is significantly higher than students who did not have a choice. Professional identity of those students with a general family economic status is significantly higher than others. The applicableness identity of students in the eastern part is significantly higher than the western region students.(6) Subjective well-being of special education students can be divided into three dimensions, the scores order is as follows:Positive emotions> Overall life satisfaction> Negative emotions. Male students’ positive emotions are significantly lower than female students. Professional identity of students with excellent grades is significantly higher than the students with average and poor grades. Overall life satisfaction of senior year students is significantly higher than other students. Third grade students have more negative emotions then other grades students. Overall life satisfaction of students with excellent grades is significantly higher than other students. Students with average and poor grades may have more negative emotions than others.(7) Those students who are willing to engage in special education career and who have a good family economic status, their overall life satisfaction may higher than those who are indifferent or unwilling to engage in special education career and who don’t have a good family economic status. Eastern region students’ overall life satisfaction and positive emotions are higher than Western region students.(8) The higher level of altruistic motivation, the higher the degree of professional identity in special education major students. Altruistic motivation is in a significant positive correlation with the four dimensions of professional identity. The altruistic motivation level can be a good predictor for the level of professional identity.(9) The higher level of altruistic motivation of special education major students, the higher life satisfaction and the more positive emotional experience they will have.(10) Professional identity of special education major students plays a full intermediary role between altruistic motivation and subjective well-being. It means that students’ altruistic motivation impacts the subjective well-being, in the meantime, it also through professional identity as an intermediary to influence subjective well-being.