The Research Of Core Competence For Psychology Major Students In Normal University

How to develop students’ ability for better has been one of the most concernedtopics for educators and even the society. This research hopes to provide guidanceadvice for psychology of professional education in normal university. Meanwhile,this research may provide reference basis for company to select talents ofpsychology students. Finally, this research hopes to provide the reference forpsychology students in self-development.This study follows the research thinking of “literature reviews, theoreticalconstruction, develop research tools, application research”. Use the psychologystudents in normal university as the research object, through the literature reviewmethod, interview method and questionnaire investigation, theoretical ideas toconstruct the new psychology undergraduate professional core competencestructure of teachers. And put forward that core capability of psychology studentsof teachers’ ability of the core and the top for psychology students of teachers indifferent working situation reflects the ability of empathy.On the basis of theoretical construction, Interviewing full-time psychologyteachers and professionals, preparation of a suitable evaluation questionnaire ofcore competence for psychology undergraduate in Normal Universities in China;through the questionnaire project analysis, the questions of screening, exploratoryfactor analysis, confirmatory factor analysis, and reliability and validity, draw aformal questionnaire. While taking advantage of the questionnaire to select Normalpsychology undergraduate institutions of higher education evaluation, examine thestatus and characteristics of the Normal institutions of higher learning psychologyundergraduate core competencies across the country. The main conclusions are asfollows:Establishment the elementary empathy scale for normal psychologyundergraduate, hree dimensions: psychological cognitive, emotional identification, behavioral feedback. Consistent with the theoretical structure, scale of16items,with good reliability and validity. The total scale internal consistency coefficient of0.854,0.808split-half reliability, criterion-related validity of0.295, reached asignificant level. The reliability and validity measure up the statistics requirements.Measured797students, the ages of the students between16to24, with anaverage age of21.52, standard deviation1.579; there were134boys (16.8%of thetotal number) and663girls (83.2%of the total number);212freshmen (26.6%),181sophomores (22.7%),183juniors (23.0%),215seniors (27.0%). There is401(50.3%of the total number) students come from the only-child family,392(49.2%of the total number) students have brothers or sisters;471(59.1%) students comefrom the town,324(40.7%) students come from rural areas.How much the psychology students love their major was significantlyassociated with their empathy ability score and each factor of empathy abilityscores. Psychological cognition and emotion recognition factor score had nosignificant difference in students of different gender. But the feedback factor andempathy ability score of boys was significantly lower than girls. Different gradestudents, their empathy ability of each factor score and total score shows thesignificant difference.