Author(s)

Xixue Dong

Affiliation(s)

Qingyang District Education Science Research Institute, Chengdu 610014, China.

Corresponding Author

Xixue Dong

ABSTRACT

In order to explore the mediating effect of resilience and learning burnout on the relationship between preschool students’ professional identity and autonomous learning motivation, this study used the preschool students’ professional identity questionnaire, autonomous learning motivation questionnaire, psychological resilience questionnaire and academic burnout questionnaire., conducted a survey of 404 second- year preschool education majors in 4 colleges with different training levels, and found that preschool education students have a higher level of professional identity, independent learning motivation and psychological resilience, and a lower level of learning burnout; The sense of identity does not directly reduce learning burnout, nor does it directly have a significant impact on autonomous learning motivation; professional identity mainly uses the mediation effect of psychological resilience to achieve a positive impact on autonomous learning motivation, including two intertwined paths: 1. "Professional identity-psychological flexibility-self-learning motivation", 2 is "professional identity-psychological flexibility-learning burnout-self-learning motivation". Research shows that the country and society should continue to increase the teaching reform of preschool education majors and encourage students to learn independently; introduce and implement policies to improve the treatment of kindergarten teachers to increase the attractiveness of preschool education majors; pay more attention to the mental health of preschool education students Strength, by improving psychological flexibility, cultivate a tenacious, positive, and optimistic attitude, reduce the level of learning burnout, and improve the motivation for independent learning.

KEYWORDS

Preschool students; Professional identity; Self-directed learning motivation; Psychological resilience; Learning burnout.

CITE THIS PAPER

Xixue Dong. The relationship between professional identity and autonomous learning motivation of preschool education students. World Journal of Educational Studies. 2023, 1(1): 1-9.

REFERENCES

[1]Hai Ying, Cai Yingqi. Independent Learning: A Practical Need for Kindergarten Teachers' Professional Development. Preschool Education Research, 2016(3): 34-40.

[2]Knowles M S. Self-directed learning: a guide for learners and teachers. Chicago: Association Press, 1975: 135.

[3]Zimerman B J. Self-efficacy: an essential motivation to learn. Contemporary Educational Psychology, 2000, 25(1): 82-91.

[4]Gong Wenjin, Li Lizhao, Li Xiaoqi. Compilation of College Students' Self-directed Learning Motivation Scale. Psychological Technology and Application, 2015(11): 24-28.

[5]Zhou Xinxin. The Influence of Kindergarten Teachers and Students' Psychological Adaptation on Professional Identity: The Mediating Effect of Academic Self-Efficacy. Shijiazhuang: Hebei Normal University, 2018: 8.

[6]Liang Jinlong, Cui Xinling, Sun Yuhua. Compilation and Reliability and Validity Analysis of Professional Identity Scale for College Students Majoring in Preschool Education. Heilongjiang Higher Education Research, 2017(5): 99-102.

[7]Zhao Xu. Investigation and Research on the Professional Identity of Undergraduates in Preschool Education. Xinxiang: Henan Normal University, 2018: 9.

[8]Lin Juan, Wang Chengfang. A Case Study on the Appropriateness of Higher Vocational Education. Higher Engineering Education Research, 2015(4): 174-178.

[9]Beijeaard D. Teachers' prior experiences and actual perceptions of professional identity. Teachers and Teaching, 1995, 1(2): 281-294.

[10]martin A. Motivation and academic resilience: developing a model for student enhancement. Australian Journal of Education, 2002, 46(1): 34-49.

[11]Visser CLF, Wilschut JA, Ulviye I. The association of readiness for inter pro - professional learning with empathy, motivation and professional identity development in medical students. BMC educational Education, 2018, 18(1): 125- 133.

[12]Jin Zeshuang. Research on the relationship between college students' professional identity and self-concept and achievement motivation. Changsha: Hunan Normal University, 2011: 58.

[13]Zhao Huiyong, Ning Jing. The characteristics of professional identity of vocational students and its relationship with learning motivation. Journal of Ningbo University (Educational Science Edition), 2013, 35(4): 95-99.

[14]Rutter M. Resilience in the face of adversity: protective factors and resistance to psychiatric disorder. The British Journal of Psychiatry, 1985, 147(6): 598-611.

[15]Olsson CA, Bond L, Burns JM. Adolescent resilience: a concept analysis. Journal of adolescent, 2003, 26(1): 1-11.

[16]Xi Juzhe, Biao S, Zuo Zhihong. Review and Prospect of Resilience Research. Psychological Science, 2008, 31(4): 995-998, 977.

[17]Zhang Huan, Li Ronghua, Liu Quan. Research on medical students' professional identity and psychological resilience and their influencing factors. International Medical and Health Herald, 2018, 24(8): 1142- 1144.

[18]Lu Mengsi, Xi Juzhe, Luo Yirui. Daily emotional characteristics of people with different psychological resilience: Evidence from combined experience sampling research. Acta Psychologica Sinica, 2017, 49(7): 928-940.

[19]Crane MF, Searle BJ, Kangas M. How resilience is strengthened by exposure to stressors: the systematic self-reflection model of resilience strengthening. Anxiety, Stress, & Coping, 2019, 32(1): 1- 17.

[20]Heo JC, Han S. Effects of motivation, academic stress and age in predicting self-directed learning readiness (SDLR): focused on online college students. Education and Information Technologies, 2018, 23(1): 61-71.

[21]Richards KAR, Templin TJ, Lecesque-Bristol C. Understanding differences in role stressors, resilience, and burnout in teacher/coaches and non-coaching teachers. Journal of Teaching in Physical Education, 2014, 33(3) : 383-402.

[22]Salmela-ARO K, Upadyaya K. School burnout and engagement in the context of demands-esources model. British journal of educational psychology, 2014, 84(1): 137- 151.

[23]Shi Leishan, Gao Fengqiang, Wang Peng. The effect of achievement goal orientation on learning burnout: the mediating role of academic self-efficacy. Psychological Science, 2012, 35(6): 1393-1397.

[24]Chen Li, Yang Qiong. Research on the relationship between professional identity, learning burnout and learning efficacy of special education normal students. China Special Education, 2018(1): 39-45.

[25]Zhu Xiaobin, Wang Jingli. Structural Model of Middle School Students' Learning Self-efficacy, Learning Pressure and Learning Burnout. Chinese Journal of Clinical Psychology, 2009, 17(5): 626-628+543.

[26]Zhang Liyan. Study pressure and burnout of college students majoring in physical education: the mediating effect of psychological resilience. Journal of Wuhan Institute of Physical Education, 2013, 47(10): 95-100.

[27]Wang Xiaoxin, Miao Jinglei. Research on the relationship between academic self-efficacy, self-esteem and learning burnout of college students. Journal of Northeast Normal University (Philosophy and Social Science Edition), 2012(1): 192-196.

[28]Yu Xiaonan, Zhang Jianxin. Application comparison of self-resilience scale and Connor-Davidson resilience scale. Psychological Science, 2007, 30 (5): 1169-1171.

[29]Lian Rong, Yang Lixian, Wu Lanhua. College students’ professional commitment, relationship between learning burnout and scale development. Acta Psychologica Sinica, 2005, 37 (5): 632-636.

[30]Yi Lingyun. Investigation and research on the professional identity of preschool education students in my country. Journal of Educational Science of Hunan Normal University, 2017, 16(6): 116-123.

[31]Chang Junliang, Wu Dan. Research on College Students' Learning Burnout Based on Grounded Theory: Taking X University as an Example. Higher Education Exploration, 2016(8): 62-65+79.

[32]Chen Yan, Liang Ying, Qiang Lijun. A school-specific comparison of the professional identity of undergraduates majoring in preschool education. Preschool Education Research, 2008 (3): 21-24.

[33]Ma Weina, Sang Biao, Hong Lingmin. A Review of Psychological Resilience and Its Mechanism. Journal of East China Normal University (Educational Science Edition), 2008(1): 89-96.

[34]Montpetit MA, Bergeman CS, Deboeck PR. Resilience-as-process: negative affect, stress, and coupled dynamical systems. Psychology and Aging, 2010, 25(3): 631-640.

[35]Zhang Xuehua. Research on psychological resilience and post-traumatic growth of Shanghai vocational school students. East China Normal University, 2011: 84-85.

[36]Zhao Xiaoyun, Guo Cheng, Xue Guiying. The relationship between preschool teachers’ salary system perception and job performance: the mediating role of teaching willingness. Psychological and Behavioral Research, 2016, 14(3): 346-351.

[37]Yang Fan. Professional Identity and Career Choice: An Analysis of the Influencing Factors of Male Undergraduates’ Choice of Preschool Education Majors. Journal of Shandong University (Philosophy and Social Science Edition), 2016(6): 138-145.

[38]Richardson G E. The metatheory of resilience and resilience. Journal of Clinical Psychology, 2002, 58(3): 307-321.

[39]Zhou Xiuyan. Research status and educational enlightenment of college students' psychological resilience. Chinese Adult Education, 2018(8): 70-72.