Relationship between perceived social support and special education postgraduates'learning engagement:The chain mediating effect of professional identity and academic self-efficacy
In order to explore the relationship between perceived social support,professional identity,aca-demic self-efficacy,and learning engagement of graduate students majoring in special education,the four scales of perceived social support,academic self-efficacy,professional identity,and learning engagement were used on 195 graduate students majoring in special education.The results showed that:(1)Perceived social support could significantly predict the learning engagement of graduate students majoring in special education.(2)Perceived social support could respectively affect their learning engagement through the separate mediating role and chain mediation role of professional identity and academic self-efficacy.In summary,this study uncovered the mechanism underlying the relationship between perceived social support and learning engagement of special education graduates,which has enlightening significance for promoting the learning engagement of special education graduates.
graduate students majoring in special educationperceived social supportprofessional identi-tylearning engagementacademic self-efficacy
NETL
NSTL
万方数据
