Cross-lag Analysis Of College Students ’Professional Identity And Academic Performance:the Chain Mediation Role Of Perceived Teachers’ Support And Academic Self-efficacy

With the development and progress of the times,society has increasingly high requirements for individuals.For college students who are about to enter society,excellent academic performance is undoubtedly the top priority.There are many factors that affect academic performance,and professional identity is one of them.The intake and research of professional knowledge are the main tasks of students during university.The level of academic performance is closely related to the degree of students’ professional identity.This paper aims to investigate the causal relationship between college students’ academic performance and professional identity through tracking design,As well as the mechanism of perceived teacher support and academic self-efficacy between these two variables,the research results will enrich domestic research on its theory and provide a theoretical basis for future research.For education related workers,to a certain extent,this study can help scholars who are concerned about the status quo and relationship between college students’ professional identity,academic self-efficacy,perceived teacher support and academic performance,and understand to a certain extent how college students’ professional identity affects academic performance through academic self-efficacy and perceived teacher support,laying a solid foundation for future scientific intervention in academic performance,Furthermore,in practical teaching,more reasonable career planning for students can be developed.It is helpful for students to complete their studies better,and has good help for the improvement of college students’ academic self-efficacy and perceived teacher support.On this basis,it provides effective empirical support for the progress of college students’ academic achievements,and has certain practical reference significance for the development of college teaching plans and teaching activities,and for the cultivation and education of college students.This study adopted a cross lagged design and conducted two consecutive follow-up surveys on 603 students from a university in Shandong,obtaining 441 valid data.The research adopts the college students’ professional identity scale,perceived teacher support scale,academic self-efficacy scale and academic achievement self-report form to conduct a questionnaire survey.SPSS22.0 and Mplus8.3were used for data analysis and structural equation modeling.The research conclusions are as follows:1.There are significant differences in gender and grade in college students’ professional identity.There are significant differences in academic performance in gender and grade.There are significant differences in perceived teacher support between gender and grade.There is significant difference in academic self-efficacy among grades.2.College students’ academic performance in the first time period(T1)was not significantly correlated with their perceived teacher support in the second time period(T2),and their academic self-efficacy in the second time period(T2).All variables in the other time periods were significantly positively correlated in pairs.3.The professional identity at T1 significantly positively predicts the academic performance of T2;the academic performance of T1 also significantly predicts the professional identity of T2.College students’ professional identity and academic performance are mutually causal relationship.4.T1 perceived teacher support and T1 academic self-efficacy among college students have a longitudinal partial link mediation role before T1 professional recognition and T2 academic achievement.