阿地力·吐尔逊,陈睿智,罗莹

• 1:北京师范大学物理与天文学院
• 2:新疆师范大学物理与电子工程学院
• 3:中央民族大学附属中学

摘要(Abstract)：

为深入了解物理学科本科在读学生对物理专业的认同状况及其与学业成绩之间的关系，本研究采用Hazari等人开发的物理专业认同问卷，对X学校225名物理专业学生进行调查。结果表明，该校学生的专业认同度整体处于一般水平。在人口学统计变量的差异方面，性别对专业认同具有显著影响，而年级的影响不显著。在物理专业认同度与学业成绩的关系方面，专业认同总体与其学业成绩之间并未呈现出显著的相关性；对于高认同水平组，其专业认同度与学业成绩之间无显著相关，而一般认同组表现出微弱的正相关(r=0.190,p<0.05),低认同组则显著地与学业成绩负相关(r=-0.394,p<0.05)。在此基础上提出相关的建议与对策，旨在为探索高校物理专业人才培养的模式与路径奠定基础。

关键词(KeyWords)： 物理专业认同;物理专业;学业成绩;相关性

Abstract:

Keywords:

基金项目(Foundation): 教育部产学合作协同育人项目(项目编号：231002116101118)

作者(Author): 阿地力·吐尔逊,陈睿智,罗莹

参考文献(References)：

• [1] CARLONE H B,JOHNSON A.Understanding the science experiences of successful women of color:Science identity as an analytic lens[J].Journal of Research in Science Teaching,2007,44(8):1187-1218.
• [2] HAZARI Z,SONNERT G,SADLER P M,et al.Connecting high school physics experiences,outcome expectations,physics identity,and physics career choice:A gender study[J].Journal of research in science teaching,2010,47(8):978-1003.
• [3] AL-ROFO M A.The dimensions that affect the students' low accumulative average in Tafila Technical University.Journal of Social Sciences,2010,22(1):53-59.
• [4] 丁国勇，贺斌.高校学生学业表现影响因素的实证研究[J].黑龙江高教研究，2020,38(10):145-151.DING G Y,HE B.An empirical study on influencing factors of college students'academic performance[J].Heilongjiang Research on Higher Education,2020,38(10):145-151.(in Chinese)
• [5] 李俊堂.高中文理分科对大学生学业表现影响的研究[D].辽宁师范大学，2012.LI J T.Research on the the impact of high school disciplines division on college academic performances[D].Liaoning Normal University,2012.(in Chinese)
• [6] 孙潇，王文文，王泽炫.大学生专业认同度与学业成绩的关系：心理资本的中介作用[J].保定学院学报，2020,33(1):111-114.SUN X,WANG W W,WANG Z X.The relation of identity of major and learning achievement in college students:The mediating role of psychological capital[J].Journal of Baoding University,2020,33(1):111-114.(in Chinese)
• [7] 张干群，李明明，赵金静.大学生学习动机、专业认同与学业成绩的关系研究——以社会工作专业为例[J].统计与管理，2016,(12):55-57.ZHANG G Q,LI M M,ZHAO J J.Research on the Relationship between College Students' Learning Motivation,Professional Identity,and Academic Achievement:Taking the social work major as an example[J].Statistics and Management,2016,(12):55-57.(in Chinese)
• [8] 张洁，王爽，刘宇婧，等.新建地方本科大一学生专业认同度对其学业影响的调查研究——以陕西学前师范学院为例[J].教育现代化，2018,5(5):210-212.ZHANG J,WANG S,LIU YJ,et al.A survey and study on the impact of professional identity among first-year undergraduate students in newly established local areas on their academic performance:Taking Shaanxi Preschool Normal University as an example[J].Modernization of Education,2018,5(5):210-212.(in Chinese)
• [9] 周勤.大学生专业认同与学业成绩差异研究[D].石河子大学，2018.ZHOU Q.College students' professional identity research and academic performance difference[D].Shihezi University,2018.(in Chinese)
• [10] Zhang PG,Tu CC.Impact of Chinese College Students' Professional Identity on Their Academic Achievement:Career Maturity as a Mediator[J].International Journal of Educational Methodology,2023,9(2):397-408.
• [11] 张国梁.大学生专业认同与学业成绩的交叉滞后分析：感知教师支持与学业自我效能感的链式中介作用[D].聊城大学，2023.ZHANG G L.Cross-lag analysis of college students ‘professional identity and academic performance:the chain mediation role of perceived teachers’ support and academic self-efficacy[D].Liaocheng University,2023.(in Chinese)
• [12] 陈俣睿.大学生心理资本、专业认同与学业倦怠间的关系研究[D].东北师范大学，2016.CHEN M R.The relationship of College Students' psychological capital professional identity and learning burnout[D].Northeast Normal University,2016.(in Chinese)
• [13] 杨宏，施远程.高校学生专业认同研究综述[J].中国电力教育，2009,(10):173-175.YANG H,SHI Y C.A review of research on professional identity of college students[J].China Electric Power Education,2009,(10):173-175.(in Chinese)
• [14] 马秀麟，姚子明，邬彤，等.数据分析方法及应用——基于SPSS和EXCEL环境[M].北京：人民邮电出版社，2022.MA X L,YAO Z M,WU T,et al.Data Analysis Methods and Applications—Based on SPSS and EXCEL Environment[M].Beijing:People's Posts and Telecommunications Press,2022.(in Chinese)
• [15] 吴明隆.结构方程模型——AMOS的操作与应用[M].重庆：重庆大学出版社，2009.WU M L.Structural equation modeling—Operation and application of AMOS[M].Chongqing:Chongqing University Press,2009.(in Chinese)
• [16] FORNELL C,LARCKER D F.Evaluating structural equation models with unobservable variables and measurement error[J].Journal of marketing research,1981,18(1):39-50.
• [17] NISSEN J M.Gender differences in self-efficacy states in high school physics[J].Physical Review Physics Education Research,2019,15(1):013102.
• [18] MARSHMAN E M,KALENDER Z Y,NOKES-MALACH T,et al.Female students with A's have similar physics self-efficacy as male students with C's in introductory courses:A cause for alarm?[J].Physical review physics education research,2018,14(2):020123.
• [19] KALENDER Z Y,MARSHMAN E,SCHUNN C D,et al.Why female science,technology,engineering,and mathematics majors do not identify with physics:They do not think others see them that way[J].Physical Review Physics Education Research,2019,15(2):020148.
• [20] WULFF P,HAZARI Z,PETERSEN S,et al.Engaging young women in physics:An intervention to support young women's physics identity development[J].Physical Review Physics Education Research,2018,14(2):020113.
• [21] WANG J,LI Q,LUO Y.Physics identity of Chinese students before and after Gaokao:the effect of high-stake testing[J].Research in Science Education,2022,52(2):675-689.
• [22] 胡义秋，刘茜，冯倩，等.特殊教育专业师范生的学习投入对专业认同的影响：自我效能感和自尊的链式中介效应[J].现代特殊教育，2020(14):33-39.HU Y Q,LIU Q,FENG Q,et al.The impact of learning engagement on professional identity among special education teacher candidates:a chain mediated effect of self-efficacy and self-esteem Modern Special Education,2020 (14):33-39.(in Chinese)
• [23] 汪雅霜.大学生学习投入度的实证研究——基于2012年“国家大学生学习情况调查”数据分析[J].中国高教研究，2013(1):32-36.WANG Y S.Empirical Study on College Students' Learning Engagement:Based on Data Analysis of the 2012 National Survey of College Students' Learning Situation[J].Chinese Higher Education Research,2013(1):32-36.(in Chinese)
• [24] 刘莹莹.师范生专业认同对学业成就的影响研究[D].石河子大学，2023.LIU Y Y.Research on the influence of professional identity on academic achievement of normal school students[D].Shihezi University,2023.(in Chinese)
• [25] HE A L,ZHAO J J,GAO D D.The relationship between professional identity and learning burnout:The mediating role of academic self-efficacy and the moderating role of perceived social support[J].Psychological Monthly,2019,14(17):1-3.