X大学跨学科硕士生专业认同变动的影响因素研究

发布时间：2018-05-20 01:21

本文选题：跨学科硕士生 + 认同变动　；参考：《西北师范大学》2016年硕士论文

【摘要】：大学生就业难已成为现今社会不争的事实,越来越多的大学本科生为了缓解就业压力,增强就业满意度,毅然决然地加入到考研大军中。也有越来越多的大学生在目的合理性行动的驱使下选择跨学科读研,特别是在文科类专业中跨学科读研的学生比较普遍。但随着研究生的扩招,不断增加的生源与有限的教育资源之间的矛盾,在一定程度上影响了高校的研究生教育,特别是跨学科硕士生的教育质量。如何提高研究生教育的质量,特别是跨学科硕士生教育的质量,成为我们亟须解决的问题。就跨学科硕士生而言,对所跨专业的认同是首要的,也是基础的,它会影响其研究生三年的学习状态。不同学习阶段的专业认同会发生不同的变化,这种变化会带来积极地或消极地影响。从学校对硕士生的培养管理角度看,认识跨学科硕士生专业认同的变动情况,掌握影响其变动的因素,对跨学科硕士生自身能力的提高、学习热情和学习效率的提高都具有重要意义。因此,本论文主要解决三方面的问题:(1)跨学科硕士生对所跨专业的认同是怎样的?(2)不同年级的跨学科硕士生对所跨专业的认同会发生怎样的变化?(3)是什么因素导致了跨学科硕士生专业认同的变化?为了解决上述问题,本论文做了如下工作:首先,编制了测量量表与调查问卷。通过采用极端分组法、相关分析法和因素分析法对初测问卷量表进行检验,剔除与问卷总体异质性较高的题项,提取公因素,形成正式问卷,并对正式问卷进行信度和效度分析,结果表明问卷有较好的信效度;其次,运用文献法、访谈法及问卷调查法进行资料收集。其中,问卷调查是采用受访者推动抽样方法进行样本的抽取,对X大学220名文科类跨学科硕士生进行了调查。最后,运用独立样本T检验和单因素方差分析法对跨学科硕士生专业认同进行差异性分析和纵向比较分析,采用多元线性回归分析法对跨学科硕士生专业认同影响因素进行分析。本论文的研究结论是,跨学科硕士生专业认同度总体水平较低,且不同年级的跨学科硕士生专业认同度也比较低,主要表现在对所跨专业本身及相关信息的认识和了解比较多,但仍存在专业情感不强、学习动力不足、学习积极性不高等问题;跨学科硕士生的专业认同度在院校层次、学科跨度、专业志愿选择、专业类型及是否有过工作经历上存在个体间的差异性,且不同年级跨学科硕士生的专业认同度在性别、院校层次、专业志愿选择、学科跨度及是否有过工作经历上同样存在个体间的差异性;跨学科硕士生的专业认同度在不同的学习阶段呈现循环往复的变动特点,表现为专业认同度、专业情感及专业行为呈先下降后上升趋势,专业认知水平逐年提高。究其原因,“个体因素”和“专业培养结构”成为影响跨学科硕士生专业认同变动的最重要因素。而“专业社会适应性评价”对跨学科硕士生专业认同的变动几乎不产生影响。其中,“个体因素”对跨学科硕士生专业认同的变动影响最大,其次是“专业教学环境”的影响,最后是“专业互动环境”的影响。而“专业资源配置”对跨学科硕士生专业认同的变动不产生影响。
[Abstract]:The difficult employment of college students has become an indisputable fact in today's society. In order to relieve the pressure of employment and enhance the satisfaction of employment, more and more undergraduate students are resolutely joined in the college entrance examination. More and more college students have chosen interdisciplinary research, especially in the liberal arts major, driven by the purpose of rational action. But with the expansion of graduate enrollment, the contradiction between the increasing enrollment and the limited educational resources has influenced the graduate education of the University, especially the quality of the interdisciplinary master's education. How to improve the quality of graduate education, especially the quality of interdisciplinary master's education The problem that we need to solve. For interdisciplinary master students, the identification of cross majors is the first and basic. It will affect the study state of the graduate students for three years. The professional identity of different learning stages will change differently. This change will bring positive or negative influence. The management of graduate students from the school. It is of great significance to understand the changes in interdisciplinary master's professional identity and to grasp the factors that affect its changes. It is of great significance to the improvement of the ability of interdisciplinary master's students, the enthusiasm for learning and the improvement of learning efficiency. Therefore, this paper mainly solves three problems: (1) what is the identity of interdisciplinary masters for interdisciplinary masters? (2) what changes will happen to interdisciplinary identity of interdisciplinary students in different grades? (3) what factors lead to changes in professional identity of interdisciplinary masters? In order to solve these problems, the following work is done in this paper: first, the measurement scale and questionnaire are compiled. The primary survey questionnaire was tested by the element analysis method, which removed the items with higher overall heterogeneity, extracted the public factors, formed a formal questionnaire, and analyzed the reliability and validity of the formal questionnaire. The results showed that the questionnaire had good reliability and validity. Secondly, the literature method, the interview method and the questionnaire survey method were used to collect the data. The survey was carried out by interviewee sampling method for sample sampling, and 220 interdisciplinary master students of Liberal Arts in X University were investigated. Finally, the independent sample T test and single factor variance analysis were used to analyze and compare the professional identity of interdisciplinary master students, and the multi linear regression analysis was used to cross school. The conclusion of this paper is that the overall level of professional identity of interdisciplinary master students is low, and the degree of professional identity of interdisciplinary master students in different grades is also low, which is mainly manifested in the understanding and understanding of interdisciplinary and related information, but there are still professional emotions. Strong, learning motivation is insufficient, and learning enthusiasm is not high. The degree of professional identity of interdisciplinary master students is different in college level, subject span, professional volunteer choice, professional type and work experience, and the degree of professional identity of interdisciplinary master students in different grades is in gender, college level and professional voluntary selection. Selection, the span of the subject and the experience of the work have the same differences between individuals; the professional identity of interdisciplinary master students shows the characteristics of cyclic changes in different learning stages, showing the degree of professional identity, professional emotion and professional behavior in the first descending trend, and the professional cognitive level is increasing year by year. "Individual factor" and "professional training structure" have become the most important factors affecting the change of interdisciplinary master's professional identity. "Professional social adaptability evaluation" has little influence on the change of professional identity of interdisciplinary master students. It is the influence of "professional teaching environment", and finally the influence of "professional interactive environment". "Professional resource allocation" has no effect on the changes of interdisciplinary master's professional identity.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G643

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