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.
关键词
学前教育/免费师范生/职业认同感/学习投入/学业自我效能
Key words
preschool education/free normal students/professional identity/learning engagement/academic self-efficacy
维普
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