The Relationship between Professional Identity and Learning Engagement of Free Normal Male Students in Preschool Education Major
To investigate the impact of professional identity on learning engagement of free normal male-students in pre-school education major,and to explore the mechanism of academic self-efficacy,a questionnaire survey was conducted among 101 free normal male-students in pre-school education major using the normal students'professional identity scale,the college students'learning engagement questionnaire and the academic self-efficacy scale.The results show that:There is no significant difference in the professional identity and learning engagement of free normal male-students in pre-school education major in the variables of students'origin,whether they are the only child or not,and whether they voluntarily apply for examinations,and there is a significant difference in academic self-efficacy in the variables of students'origin,and there is no significant difference in the variables of whether the only child is or not and whether it is voluntary;There is a significant positive correlation between professional identity and academic self-efficacy,a significant positive correlation between professional identity and learning engagement,and a significant positive correlation between learning engagement and academic self-efficacy;Academic self-efficacy plays a partial mediating role between professional identity and learning engagement of free normal male-students in pre-school education major.
preschool educationfree normal studentsprofessional identitylearning engagementacademic self-efficacy
万方数据
维普
