{"id":2206,"date":"2015-03-11T12:10:18","date_gmt":"2015-03-11T04:10:18","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=2206"},"modified":"2015-03-11T12:10:33","modified_gmt":"2015-03-11T04:10:33","slug":"the-effect-of-special-learning-orientation-training-on-professional-commitment","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=2206","title":{"rendered":"The Effect of Special Learning Orientation Training on Professional Commitment"},"content":{"rendered":"

Hui Meng<\/strong>
\nDepartment of Applied Psychology, East China Normal University
\nQiong Han<\/strong>
\nSecondary Professional Music School Affiliated to Shanghai Conservatory of Music (SCOM)
\nWen-Jia Shen<\/strong>
\nChenheqin Primary School
\nGuo-Ying Hang<\/strong>
\nShanghai’s Baoshan District Civil Affairs Bureau<\/p>\n

The authors report a quasi-experiment to investigate how a special learning orientation program for new college students may influence students\u2019 professional commitment. Ninety-eight college students from a university in an East-Coast city of the People\u2019s Republic of China served as participants. Results show that: (1) The effect of the special learning orientation training program on the students\u2019 professional commitment was significant, especially affective commitment; (2) professional commitment was found to be correlated with professional expectation, professional interest, and general self-efficacy; (3) professional interest and general self-efficacy were found to be correlated with normative commitment, affective commitment, and ideal commitment, but not with economic commitment or opportunity commitment; (4) a complete mediating effect of academic self-efficacy in the relationship between the special learning orientation training program and professional commitment was found. Finally, research implications as well as suggestions for how to improve the college freshmen\u2019s professional commitment are discussed.<\/p>\n

Keywords: professional commitment, academic self-efficacy, intervention, special learning orientation training<\/p>\n","protected":false},"excerpt":{"rendered":"

Hui Meng Department of Applied Psychology, East China N …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[139],"tags":[],"class_list":["post-2206","post","type-post","status-publish","format-standard","hentry","category-139"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t