社会支持对音乐师范生的学习动机和职业准备度的影响

黎伊珊; 黎译尹

doi:10.12184/wspfzjyxWSP2634-793836.20260708

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Volume 7, Issue 8

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社会支持对音乐师范生的学习动机和职业准备度的影响
社会支持对音乐师范生的学习动机和职业准备度的影响
澳门城市大学，中国澳门 999078
Vol. 7, Issue 8, Pages: 135-138(2026)
Online First：19 August 2026，

Published：30 August 2026
DOI：10.12184/wspfzjyxWSP2634-793836.20260708
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黎伊珊,黎译尹.社会支持对音乐师范生的学习动机和职业准备度的影响[J].发展教育学,2026,07(08):135-138.

黎伊珊 & 黎译尹. (2026). 社会支持对音乐师范生的学习动机和职业准备度的影响. Development Pedagogy, 7(8), 135-138..
黎伊珊,黎译尹.社会支持对音乐师范生的学习动机和职业准备度的影响[J].发展教育学,2026,07(08):135-138. DOI： 10.12184/wspfzjyxWSP2634-793836.20260708.

黎伊珊 & 黎译尹. (2026). 社会支持对音乐师范生的学习动机和职业准备度的影响. Development Pedagogy, 7(8), 135-138.. DOI： 10.12184/wspfzjyxWSP2634-793836.20260708.

摘要

本研究聚焦于探讨社会支持对音乐师范生学习动机和职业准备度的影响。在快速变化的社会环境中，个体的职业发展和学术成就受到多种因素的影响，其中社会支持、学习动机和职业准备度是三个核心要素。本研究采用定量和定性相结合的方法，以全国范围内高校音乐专业的在校大学生作为研究对象，利用社会支持量表（SS-A）、学习动机量表和职业资源问卷（CRQ-A）作为研究工具，所有数据由SPSS 27.0和AMOS 24.0进行管理与分析。研究旨在深入探讨社会支持与学习动机的关系、社会支持与职业准备度的关系、学习动机的中介作用以及三者之间的相互作用，并关注不同文化背景下这些影响的差异性。通过本研究，期望能够填补音乐师范生群体相关研究的空白，为音乐教育领域提供新的理论见解和实践指导，帮助学生更好地适应未来的教育和职业挑战。

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