| Receiving postgraduate education is an important way to accumulate high-level human capital,which can provide guarantee for the educatees to seize the opportunity and strive for favorable conditions in the labor market.With the improvement of the market economy system and the change of the employment market demand of choose and employ persons,constantly adjust the structure of disciplines in colleges and universities,and optimize the discipline construction layout,part of the undergraduates in the "popular professional" and "unpopular" professional view,the influence of professional interest in the graduate student period,to learn professional identity is not strong,lack of learning motivation,This is not conducive to the improvement of personal professional quality,but also to strengthen the strength of the discipline and professional research team,training professional elite talent.At the same time,the learning and development of graduate students should be paid more attention.Under the requirement of strictly controlling the quality of education,it is urgent to explore the learning process of students,understand the learning situation and the degree of learning investment of graduate students in the new era,so as to master the learning harvest of graduate students and ensure the quality of training.The research on the learning and development of undergraduate students has been relatively mature,so this study will focus on the learning and development of postgraduate students.Based on the perspective of learning engagement,this study constructed a theoretical model among master’s professional Commitment,learning engagement and learning Gain by compiling a questionnaire 《 A questionnaire on the relationship between professional commitment,learning engagement and learning gain of postgraduate students》.With the help of multiple linear regression and structural equation model,the relationship between professional commitment,learning investment and learning gain is explored in detail.The main research conclusions are as follows:1.The professional commitment of postgraduates in local comprehensive universities is above the average level,which reflects that students have a good sense of professional identity.Among them,normative commitment is the best,affective commitment is the next,ideal commitment follows,and continuance commitment needs to be improved.Learning input is at a high level,cognitive input is the best,emotional input is moderate,and behavioral input needs to be strengthened.Learning harvest at a higher level,but need to further strengthen the training and mastery of professional knowledge.2.There are significant differences in professional commitment,learning input and learning gain of postgraduate students in local comprehensive universities in terms of grade,discipline category and participation in upgrading.Firstly,in terms of professional commitment,professional commitment,emotional commitment and continuing commitment of postgraduate students in postgraduate one are significantly higher than those in postgraduate two and three.The continuing commitment of social science graduates is significantly higher than that of natural science graduates.The continuing commitment of postgraduates who have not participated in the examination is significantly higher than that of postgraduates who have participated in the examination.Secondly,in terms of learning investment,freshmen’s learning investment is significantly higher than that of the second and third graduate students,and the behavior investment of the graduating students influenced by the graduation environment is significantly higher than that of the second graduate students.The affective and cognitive investment of social science postgraduates were significantly higher than those of humanities subjects.The cognitive investment of graduate students who have not participated in the examination is significantly higher than that of graduate students who have participated in the examination.Finally,in terms of learning gain,the learning gain of the first year students is significantly higher than that of other grades,and the general skills gain of the second year students is significantly higher than that of the third year students.The learning gain of social science graduate students is significantly higher than that of humanities and natural sciences.The learning harvest and general skills of the graduate students who have not participated in the examination are significantly higher than those who have participated in the examination.3.Professional commitment,learning engagement and learning gain are significantly correlated,and there are different influencing mechanisms among them.Firstly,professional commitment has a significant effect on learning gain,and both affective commitment and continuance commitment have a direct positive effect on learning gain.Ideal commitment has a significant negative effect on learning gain.Secondly,professional commitment has a significant impact on learning engagement,and affective commitment has a significant positive impact on affective,behavioral and cognitive investment.Continuance commitment only has a significant positive effect on affective engagement.Ideal commitment has a significant negative impact on affective and cognitive engagement.Finally,among the influence paths of learning engagement on learning gain,only affective engagement has a significant positive effect on learning gain.4.The mediating effect test shows that learning input plays a partial mediating role in the influence path between professional commitment and learning gain.Among them,affective commitment can indirectly influence learning gain through the partial mediating effect of affective investment,behavioral investment and cognitive investment.Therefore,the following suggestions are put forward: To explore the differentiated talent training mode facing different genders,grades and disciplines due to the "student" system;Establish and perfect the standardized professional standards of training units,expand professional reputation,enhance the professional identity of graduate students;Innovate and construct the intervention mechanism in the training process of graduate students,attach importance to the training of non-cognitive ability,improve professional expectations,and enhance their learning engagement;Coordinate and build communication and sharing platforms across universities,colleges,tutors and students to help graduate students transform their professional identity into learning input in time and increase learning gain. |
PDF Full Text Request