Data underlying the publication: Exploring the Influence of Perceived Class Atmosphere on Learning Engagement in Special Education Majored Students

This study aims to explore the relationship between special education majored students' perception of class atmosphere and learning engagement, and to examine the mediating role of professional identity between the two, as well as the moderating role of future orientation. Through a survey of 582 special education majored students, data were collected using the Student Perceived Class Atmosphere Scale, Learning Engagement Scale, College Students Professional Identity Scale and Future Orientation Questionnaire. The data was organized and statistically analyzed using SPSS 24.

本研究旨在探究特殊教育专业学生的班级氛围知觉与学习投入（Learning Engagement）之间的关联，并检验专业认同在二者间的中介作用，以及未来定向的调节作用。本研究通过对582名特殊教育专业学生开展问卷调查，采用学生知觉班级氛围量表、学习投入量表、大学生专业认同量表与未来定向问卷收集研究数据，并使用SPSS 24对所得数据进行整理与统计分析。