The mediating effect of academic self-efficacy on professional identity and learning engagement in college students
10.3760/cma.j.cn371468-20220621-00342
- VernacularTitle:学业自我效能感在大学生专业认同与学习投入间的中介作用
- Author:
Lingyun WU
1
;
Kaisha DONG
;
Yan YANG
Author Information
1. 陕西理工大学马克思主义学院，汉中 723000
- Keywords:
Professional identity;
Learning engagement;
Academic self-efficacy;
Ideological and political major;
College students
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2022;31(10):938-942
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the relationship between professional identification and learning engagement, as well as the role of academic self-efficacy as a mediating factor between ideological and political education majors.Methods:Totally 441 students majoring in ideological and political education were collected from four local universities by cluster sampling method, and professional identity scale, learning engagement scale and academic self-efficacy scale were used for investigation. SPSS 26.0 was used for descriptive analysis and correlation analysis, and AMOS 24.0 was used to conduct structural equation modeling and Bootstrap mediating effect test.Results:The scores of professional identity, academic self-efficacy and learning engagement were (3.854±0.515), (3.496±0.426) and (4.900±0.899). Professional identity was positively correlated with learning engagement ( r=0.658, P<0.01), professional identity was positively correlated with academic self-efficacy ( r=0.735, P<0.01), academic self-efficacy was positively correlated with learning engagement ( r=0.756, P<0.01). Academic self-efficacy played partial mediating role in the relationship between professional identity and learning engagement(effect value=0.266, 95% CI=0.178-0.404), accounted for 63.64% of the total effect. Conclusion:Professional identity can directly affect college students' learning engagement, and also indirectly affect learning engagement through academic self-efficacy.
