Relationship between professional identity and learning engagement for special education undergraduates:A longitudinal study
In order to explore the causal relationship between four dimensions of professional identity and learning engagement of special education undergraduate students,712 special education undergraduate stu-dents were followed up twice over a one-year period using the Professional Identification Questionnaire and Learning Engagement Questionnaire.The results showed that:(1)Compared with the first measurement,professional identity and its four dimensions and learning engagement were significantly improved;(2)Pro-fessional identity and its four dimensions were significantly and positively correlated with learning engage-ment;(3)There was a causal relationship between emotional,cognitive and appropriate professional iden-tity and learning engagement.T1 behavioral professional identity unidirectional predicted T2 learning en-gagement.Overall,there was a mutual prediction relationship between professional identity and learning en-gagement.In conclusion,this study revealed the causal relationship between professional identity and learning engagement,and provides a theoretical basis for improving the learning investment and profession-al identity level of special education major undergraduates.
special education undergraduatesprofessional identificationlearning engagementlongitudinal study