Double Degree Learners Second Characteristics Of Professional Identity And The Efficiency Of The Impact Study

Every student has his own specialty, so that every student will face the problem of professional identity. While professional identity influence their professional efficacy. With the development of Chinese education, many colleges and universities start second professional teaching, and many college students choose to pursue a dual degree. But it is the lack of the study on the double degree students’ second professional identity and professional efficacy.In view of this, this research is foundation on professional identity and professional efficacy theory, utilizing methods such as literature analytic method, interview and survey procedure, through problem posing, literature reviewing, interview and open style investigation, expert judgement, compiling questionnaire of double degree students’ second professional identity stage and influencing factors, investigating double degree students’ second professional identity characteristics, finding the relationship between second professional identity and professional efficacy. We can draw the following conclusion:(1) Double degree learners second professional identity stage is divided into: Thinking and making decisions, initial rising, depth exploration, sublimation identity. The questionnaire of the 22 items on the double degree students’ second professional identity stage having good reliability and validity, can be used as a measurement tools about double degree students’ second professional identity stage.(2) Influencing factors of double degree students’ second professional identity are divided into:education management system, personal factors, the allocation of teachers, others influence, employment prospects. The questionnaire of the 35 items on the double degree students’ second professional identity influence factor having good reliability and validity, can be used as a measurement tools about double degree students’ second professional identity influencing factors.(3) Double degree learners have three paths to achieve the sublimation identity. First of all, double degree learners undergo thinking and making decisions,then the initial rising, finally the sublimation identity; Secondly, the double degree learners undergo thinking and making decisions to the sublimation identity; At last, double degree learners undergo depth exploration to sublimate identity stage.(4) Thinking and making decisions stage in grade variables is significantly different, the sophomore higher than senior; thinking and making decisions in the special category shows a significant difference, arts students higher than art students.(5) Individual factors, employment prospects, the allocation of teachers and thinking and making decisions stage are positively related, explaining 23% of the variance; personal factors, the allocation of teachers and employment prospects are positively correlated with the initial rising stage, explaining the 23% of the variance; personal factors and depth exploration show a negative correlation, explaining 1.4% of the variance; personal factors, others influence, employment prospects, the allocation of teachers, teaching management system and the sublimation identity are positively related, explaining 42.5% of the variance.(6) The second special learning ability self-efficacy is significantly higher than the first special learning ability self-efficacy, and the first special learning behavior self-efficacy is significantly higher than the second special learning behavior self-efficacy, but the professional efficacy of the first special and the second special have not significant differences.(7) the second special learning behavior self-efficacy in sex variance appears extremely significantly different, the male significantly higher than the female; professional efficacy of the second special in gender and the first special category variance show significantly different, the male significantly higher than the female, and all profession no significantly different..(8) Sublimation identity, thinking and making decisions and the second special learning ability self-efficacy are positively related, explaining 44.4% of the variance; sublimation identity and the second special learning behavior self-efficacy appears positively related, gender and the second special learning behavior self-efficacy appears negative correlation, explaining 46.4% of the variance.