Relationship Between Undergraduates’ Professional Satisfaction And Professional Commitment

In recent years, the phenomenon of college students change their major is more prominent, the employment of university students has become increasingly prominent, and professional counterparts rates also showed a declining trend, apparently these phenomena and are clearly related to college students’ professional satisfaction and professional commitment related. The so-called professional satisfaction refers to the college students’ subjective evaluation to the major professional and related factors, namely professional satisfaction is that college students’ reasonable evaluation on university professional training from professional hardware and software, teacher resources, employment prospects and professional development goals perspective. Professional commitment is a positive attitude and behavior which students identity with their major and also would like to put in the efforts. As the firsthand experiences and the ultimate beneficiaries, student groups have the final say to the problems and shortcomings of the professional training model, college students for a professional evaluation can provide the most direct and effective suggestions for the reform of professional training colleges mode. Currently, majority of colleges and universities is based on the policies to adjust the professional training model, it is lack of professional advice put forward by the college students’ who has the main body right. Undergraduates’ professional satisfaction can be used as an effective tool and indicators to measure the quality of teaching and curriculum development level colleges, to improve college students’ professional satisfaction can significantly improve the level of professional commitment of students, and professional satisfaction and professional commitment of college students can have an important impact on their professional learning.In the past, the study of professional satisfaction are based on their respective research purposes and research from a profession or a particular area of professional satisfaction for assessment, research tools instability, the findings are not representative, one of the purposes of this study is to develop a suitable undergraduates professional satisfaction questionnaire for college students. Therefore, it is a very important and meaningful work to introduce the professional satisfaction and professional commitment theory, to set up the professional satisfaction evaluation index system, to evaluate the level of the undergraduates’ professional satisfaction and professional commitment, to look for the main factor causing dissatisfaction.Based on this, Professional satisfaction questionnaire developed by myself and LianRong’ professional commitment scale were used to test1127undergraduates come from11universities and colleges of Central China, South China, North China, Northwest China’s in May2013to December2013.And we use SPSS11.5for windows and Lisrel8.8statistical package for data analysis through descriptive statistics, independent samples T-test, analysis of variance, correlation analysis, regression analysis, exploratory factor analysis, confirmatory factor analysis and path analysis statistical approach, a comprehensive understanding of college students overall level of professional satisfaction and professional commitment to look for the differences of undergraduates’ professional satisfaction and professional commitments in the type of school (key university, ordinary university), genders, grades, professions (arts, science, engineering, arts sports), birthplace (rural, town, city); To explore the relationship between college students’ professional satisfaction and professional commitment, and to build the relationship model of college students’ professional satisfaction and professional commitment; Analysis of the problems existing in the professional choice in colleges and universities, on the basis of summarizing the existing domestic relevant reform experience and exploring optimization professional choice and promote professional fair and make up for unsatisfactory outcome measures, and put forward advice to improve the level of college students’ professional satisfaction and professional commitment.Draw the following Conclusions:1. A total of5dimensions and27items were identified by exploratory factor analysis, which could explain59.228%of the total variances and the range of factor loading was between0.439and0.838. Five dimensions were faculty, school tradition construction, practice, curriculum construction and specialty prospect. The Scale Alpha’ s α was0.8859; Undergraduates’ professional satisfaction questionnaire has good reliability and validity that can be used as a valid tool for further research of educators.2. College students’ professional satisfaction overall level is not high (3.2256+0.65470), the student to the professional satisfaction from high to low in turn as follows: faculty, school tradition construction, curriculum construction, specialty prospect and practice internship; College students at a medium level of professional commitment (3.3312±0.58191) Overall, among the lowest ideal commitment and the highest normative commitment, the emotional commitment and continuance commitment somewhere in between;3. College students’ professional satisfaction shows differences in type of school, gender, grade, professionals and birthplace. College students from key university are more satisfied with their professional than the ordinary university students; Male students are more satisfied with the specialty prospect and school tradition construction than female students, but female students’ faculty and curriculum construction are higher than male students’; Freshman’ professional satisfaction is higher than sophomores, juniors and seniors, and senior have the lowest professional satisfaction compare with freshmen, sophomore and juniors; Liberal arts students’ professional satisfaction was significantly lower than art sports science and engineering students; Students from big cities have significantly higher professional satisfaction than these from towns and rural areas.4. College students’ professional commitment shows differences in type of school, gender, grade, professionals and birthplace. College students from key university have A higher level of professional commitment than the ordinary university students; Male students’ ideal commitment is higher than female students’, and female students’ normative commitment is higher than male students’; Freshman students’ professional commitment level is higher than the sophomore, and senior students have the lowest level professional commitment relative to the freshman, sophomore and junior; Liberal arts students ’professional commitment levels were significantly lower than the arts and PE students; Students from the big cities have higher professional commitment levels than those from rural and towns.5.Undergraduates’ professional satisfaction remarkably passively related with professional commitment (p<0.001), and has certain forecast function to the professional commitment. Regression Analysis showed that the faculty, practice, curriculum construction and specialty prospect were the important predictors of the undergraduates’ professional commitment.6. It can be seen by path analysis:faculty, curriculum construction, specialty prospect and practice can predict emotional commitment; Curriculum construction and professional prospects can predict ideal commitment; Faculty, school tradition construction and practice can predict normative commitment; Curriculum construction and professional prospects can predict continued commitment.