Influencing Mechanism Of College Student’s Professional Commitment On Learning Engagementand Learning Gains

The objective of this study is to explore the mechanism of that college students’ professionalcommitments influence on their study engagement and acquisition. In the research, a college student’sprofessional-commitment-scale is self-designed, a learning-engagement-scale is revised, and a collegestudent’s acquisition-scale is amended. An effect-result relationship model of college student’sprofessional commitment affecting study engagement and acquisition is built. Questionnaires aredistributed to eight colleges.1693valid samples are collected and analyzed to verify the effect-resultrelationship of the college students’ professional commitment affecting the study engagement andacquisition. Study engagement is the intervening variables between professional commitment andacquisition.The study involves three core variables: college student’s professional commitment is amultidimensional construct including four dimensions which are affective commitment, normativecommitment, continuous commitment, and economic commitment. Study engagement is amultidimensional concept including three dimensions which are vigor, dedication and absorption. Thesethree dimensions are highly correlated. Acquisition can be divided into two aspects: one is practicalability, another is self-improvement.The main conclusions of this study are: comparing professional commitment with studyengagement, the affective commitment has significantly positive impact on the three dimensions oflearning engagement, and normative commitment has significantly positive impact on dedication andabsorption dimensions, but economic commitment and continuance commitment have no significantinfluence on study engagement. Comparing the professional commitment with acquisition, affectivecommitment and normative commitment show significantly positive impact on acquisition. Affectivecommitment has bigger effect on practical ability than normative commitment, while normativecommitment has bigger effect on self-improvement than affective commitment. The dedicationdimension in study engagement serves as the media of the influencing mechanism between professionalcommitment and acquisition. Affective commitment plays a fully intermediary role to its influence onpractical ability and self-improvement. So is normative commitment to practical ability, while normativecommitment serves as partial media to self-improvement.Through the analysis of the results, conclusion could be drew that college students’learning attitudehas vital influence on whether the students would commit to study, acquire professional skill, andenhance overall quality during college year. The main factors affecting college students’ learningattitudes are students’ recognition and preference to their majors; additionally, the university’s socialobligation education to students is equally important.