特殊教育师范生感知班级氛围对学习投入的影响:专业认同的中介作用与未来取向的调节作用

探讨特殊教育师范生感知班级氛围与学习投入的关系，考察专业认同在两者之间的中介作用，以及未来取向的调节作用。采用学生感知班级氛围量表、学习投入量表、大学生专业认同量表和未来取向问卷对582名特殊教育师范生进行调查。结果发现：（1）特殊教育师范生感知班级氛围对学习投入具有正向预测作用；（2）专业认同在感知班级氛围与学习投入的关系中起着重要的中介作用；（3）未来取向显著调节特殊教育师范生感知班级氛围对学习投入的直接路径，也调节中介效应的后半段即特殊教育师范生专业认同对学习投入的影响。本研究结果丰富了特殊教育职前教育理论，对提升特殊教育师范生培养质量具有实践意义。

The Influence of Perceived Class Climate on Academic Engagement among Special Education Normal School Students: The Mediating Effects of Professional Identity and the Moderating Role of Future Orientation

This study aims to explore relationship between perceived class climate and academic engagement among special education normal school students, and explore the mediating effects of professional identity,as well as the moderating role of future orientation, based on a survey of 582 special education normal school students with the Perceived Class Climate Scale,the Academic Engagement Scale,the Professional Identity Scale,and the Future Orientation Questionnaire.The results show the following:(1) perceived class climate could positively predict special education normal students' academic engagement;(2) perceived class climate influenced special education normal students' academic engagement directly and indirectly through professional identity;(3) future orientation moderated relationship between perceived class climate and special education normal students' academic engagement. Moreover,future orientation moderated the second half of mediation models, the relationship between professional identity and special education normal students' academic engagement. The current study not only enrich the theory of pre-vocational education of special education normal school student,but also provides new perspective for practice in improving educational quality of special education normal students.