CAJ | 학술논문

从学习心理的视角切入，运用课堂观察法和访谈法调查了商学院大学生在学习投入的情感、行为和认知方面的现状，结果显示学习投入水平普遍较低。从专业承诺的继续、规范、情感和理想四维度出发，商学院大学生专业承诺特点的调查结果显示，继续承诺水平最高，规范承诺和情感承诺次之，理想承诺最低。专业承诺可以通过四大维度对商学院学生的学习投入产生影响，当承诺水平不一致时，学生的学习投入就低。鉴此，可以通过四大策略提升商学院大学生的学习投入水平。
종학습심리적시각절입，운용과당관찰법화방담법조사료상학원대학생재학습투입적정감、행위화인지방면적현상，결과현시학습투입수평보편교저。종전업승낙적계속、규범、정감화이상사유도출발，상학원대학생전업승낙특점적조사결과현시，계속승낙수평최고，규범승낙화정감승낙차지，이상승낙최저。전업승낙가이통과사대유도대상학원학생적학습투입산생영향，당승낙수평불일치시，학생적학습투입취저。감차，가이통과사대책략제승상학원대학생적학습투입수평。
From the angle of learning psychology, the paper investigates the academic engagement situation of business school undergraduates by emotional, behavioral and cognitive dimensions with classroom observation and individual interviewing methods. It shows the academic engagement is generally at a low level. From the continuance, normative, affective and ideal dimensions, the characteristics of major commitment for business school undergraduates are studied. It finds that continuance commitment is at the first place; normative commitment and affective commitment are at the next; ideal commitment is at the last. Academic engagement of business school undergraduates is believed to be affected by four dimensions of major commitment. When the commitments are not at the consistent levels, the undergraduates are inclined to pay less academic engagement. Four strategies are discussed to improve the academic engagement for business school undergraduates.