The Characteristics Of Master's Professional Commitment And Its Relationship With Social Support And Achievement Motivation

To explore the fundamental characteristics of postgraduates’professional commitment and the relationship of the professional commitment, social support, achievement motivation, the study tried to constructs Postgraduate Professional Commitment Questionnaire with half-opened questionnaire survey and semantic analysis, and 900 students as subject were investigated by Social Support Scale, Achievement Motivation Scale and Postgraduate Professional Commitment Questionnaire.The main findings were as follows:(1)Postgraduates’professional commitment was consistent with affective commitment, normative commitment, economic commitment and opportunity commitment; Postgraduate Professional Commitment Questionnaire had good theoretical idea, reliability and validity indicators. It could be used as a tool for the further research.(2)The average score of each question of postgraduates’ professional commitment was 3.33, and it was slightly higher than the median(the median is 3). Normative commitment had the highest score and economic commitment had the lowest score, professional commitment had significant differences in grade, gender, whether to be only child and whether to be cross major student.(3)There was significant positive correlation between social support, achievement motivation and professional commitment. Both social support and achievement motivation had significant influences on professional commitment; social support was an effective predictor variable to achievement motivation.(4)Achievement motivation partly mediated the relationship between social support and professional commitment.The main conclusions were as follows:(l)Postgraduates’professional commitment was consistent with affective commitment, normative commitment, economic commitment and opportunity commitment.(2)The overall level of postgraduates’ professional commitment was not so high; boys’professional commitment level were higher than girls, the freshmen’s professional commitment level were higher than sophomores and juniors, the cross major students’ professional commitment level were lower than the students who didn’t cross major and the only children’ professional commitment level were higher than the students who weren’t the only children.(3)We can improve postgraduates’professional commitment by improving the level of social support and achievement motivation, and achievement motivation partly mediated the relationship between social support and professional commitment.