【摘要】 目的 分析大学生教育获得感与专业承诺和学校认同之间的前因后果关系，以期为后续提升大学生教育获得感的教育干预方案的设计提供实证研究依据。方法 本研究采用交叉滞后设计，于2021年9月～2022年6月使用教育获得感量表、专业承诺量表和学校认同量表对山东某大学2020级大学生进行调查。结果 专业承诺的测试时间主效应显著（P<0.05），学校认同的测试时间主效应显著（P<0.001），大学生教育获得感、专业承诺和学校认同的三次测试之间均存在显著相关（P<0.001），专业承诺T1对教育获得感T2的标准化路径系数显著（β=0.232,P<0.05），教育获得感T2对学校认同T3的标准化路径系数显著（β=0.216,P<0.01）。结论 大学生教育获得感与专业承诺、学校认同关系之间存在纵向因果关系。应加强大学生的专业承诺，提升他们的教育获得感，进而促进其学校认同水平。更多还原

【Abstract】 Objective The purpose of this paper is to analyze the antecedent and consequent relationships between college students’ sense of educational acquisition and professional commitment and school identity, with a view to providing an empirical research basis for the design of subsequent educational intervention programs to enhance college students’ sense of educational acquisition. Methods In this study, a cross-lag design was used to investigate the 2020 college students of a university in Shandong Province from September 2021～June 2022 using the e educational acquisition scale, the professional commitment scale and the school identity scale. Results The test time main effect of professional commitment was significant(P<0.05), the test time main effect of school identity was significant(P<0.001), there was a significant correlation between the three tests of college students’ sense of educational acquisition, professional commitment, and school identity(P<0.001), the standardized path coefficient of professional commitment T1 on the sense of educational acquisition T2 was significant(β=0.232, P<0.05), and the standardized path coefficient of educational access T2 on school identity T3 was significant(β=0.216, P<0.01). Conclusion There is a longitudinal causal relationship between college students’ sense of educational attainment and the relationship between professional commitment and school identity. College students’ professional commitment should be strengthened to enhance their sense of educational acquisition, which in turn promotes their level of school identity.更多还原