Relationship among professional identity, learning motivation and learning engagement in rehabilitation technology students in higher vocational education
10.3969/j.issn.1006-9771.2022.09.016
- VernacularTitle:高等职业学校康复治疗技术专业学生的专业认同感、学习动机和学习投入度的关系
- Author:
Lei GUO
1
;
Xiufen JIA
2
;
Tao LIU
3
Author Information
1. Department of Ideological and Political Theory Teaching, Beijing Health Vocational College, Beijing 102402, China
2. Department of Medicine, Liaocheng Vocational & Technical College, Liaocheng, Shandong 252000, China
3. Department of Student Affairs Management, Anhui College of Traditional Chinese Medicine, Wuhu, Anhui 241003, China
- Publication Type:Journal Article
- Keywords:
rehabilitation technology;
professional identity;
learning motivation;
learning engagement
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(9):1110-1116
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo investigate the overall level of professional identity, learning motivation and learning engagement in students majoring rehabilitation technology in higher vocational education, and to explore the relationship among them. MethodsFrom March to April, 2022, a questionnaire survey was conducted among 334 students majoring in rehabilitation technology in three public full-time higher vocational schools in Beijing, Shandong and Anhui with the Professional Identity Scale, Learning Motivation Scale and Learning Engagement Scale. ResultsA total of 334 valid questionnaires were collected. The average scores of professional identity, learning motivation and learning engagement were (3.64±0.66), (3.78±0.61) and (3.42±0.72), respectively. There was a significant positive correlation among them (r > 0.602, P < 0.01). The professional identity was different with schools and ages (P < 0.05), and the learning motivation was different with ages and grades (P < 0.01). There was no significant difference in learning engagement in different schools, genders, ages, or grades (P > 0.05). The learning motivation played a mediative role between professional recognition and learning engagement, accounting for about 55.3% of the total effect. ConclusionThe professional identity, learning motivation and learning engagement of the students majoring in rehabilitation technology in higher vocational colleges are at a moderate level, which needs to be improved. The professional identity is different among the schools of cities with different economic development, which suggests that there may be a decreasing effect of policy transmission behind it, which should be highly valued.
