调查专业身份,学习参与,学术自我效能和大学支持之间的结构关系:来自中国旅游学生的证据
Qian Chen1, Qingchuo Zhang1, Fenglong Yu1
1School of Tourism and Cuisine, Yangzhou University, Yangzhou 225127, China.
Behavioral sciences (Basel, Switzerland)
|January 22, 2024
概括
旅游学生 旅游学生
科学领域:
- 旅游 教育 教育 旅游 教育
- 高等教育教学的教学.
- 学生发展 学生发展
背景情况:
- 提高旅游项目质量需要了解学生发展因素.
- 专业身份,学术自我效能,学习参与和大学支持是关键变量.
- 现有的研究可能无法完全阐明这些因素在旅游学学生的相互作用.
研究的目的:
- 研究中国旅游学生的专业身份,学术自我效能,学习参与和大学支持之间的关系.
- 确定职业身份的哪些维度最显著地影响学习参与和学术自我效能.
- 为改善旅游教育和促进职业承诺提供见解.
主要方法:
- 涉及333名来自中国大学的旅游学生的定量研究.
- 数据使用SPSS和SmartPLS统计软件进行分析.
- 结构方程建模很可能被用来测试拟议的关系.
主要成果:
- 专业的情绪和评估对学习参与产生了积极的影响.
- 专业身份的所有维度都对学术自我效能产生了积极的影响.
- 学术自我效能和大学支持积极影响学习参与.
- 专业认知和学习参与之间没有发现显著的相关性.
结论:
- 培养学生的专业身份,特别是情绪和评估,对于提高学习参与度至关重要.
- 学术自我效能和大学的支持对于促进学生参与旅游计划至关重要.
- 调查结果为教育工作者提供了可操作的见解,以改善旅游课程和学生支持系统.
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