The Relationship between Specialty Identity and Learning Engagement of Secondary Vocational School Students:The Mediating Role of Academic Self-efficacy
Taking secondary vocational school students from the early childhood care major in Xinjiang Uygur Autonomous Region as the research object,the questionnaire method was used to examine the current situation of specialty identity,academic self-efficacy,and learning engagement;and to explore the relationship between specialty identity,learning engagement and academic self-efficacy among vocational school students.The results of this study found that:The overall status of specialty identity,learning engagement,and academic self-efficacy of secondary vocational school students was moderately high.Learning engagement varied significantly in gender,knowledge of majors before entering school,choice of specialty will,spcialty prospect and grade ranking in learning characteristics;but there were no significant differences inwhether or not they were class leaders and whether or not they were only-child,household location,family economic status.Learning engagement is significantly and positively related to academic self-efficacy and specialty identity;academic self-efficacy plays an intermediary role in the relationship between secondary vocational school students'specialty identity and their learning engagement.Therefore,the study proposes to improve the learning engagement level of vocational school students from three aspects:optimizing the personnel training plan,enhancing specialty identity,and improving academic self-efficacy.
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