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.