The Relationship Among Academic Self-efficacy,Professional Commitment, And Learning Engagement Of Students In Industry-specific University

Industry-specific University is the cradle for cultivating practical technology talents. After the founding of PRC, many excellent senior-technical persons in all trades and professions came from industry-specific universities. But, with the development of education and the change of school-running idea, an increasing number of students in industry-specific universities show a trend of low perceived academic self-efficacy and low professional commitment and declining learning engagement. Therefore, the study focuses on the difference among perceived academic self-efficacy and professional commitment and learning engagement in gender and specialty and grade and origin and application for college entrance examination. The correlation among the three factors is also concerned. The study adopted the methods of interview and questionnaire survey with391subjects who are undergraduates of one industry-specific university in Shanghai, majoring in science and engineering and management.The results are as follows:1. Grade has significant effect on professional commitment and learning engagement. Subjects of the third grade have lower scores in the two factors.2. Major has significant effect on perceived academic self-efficacy and professional commitment and learning engagement. In general, subjects of science scored the lowest in the three factors, followed by the engineering, then the management.3. Origin has significant effect on perceived academic self-efficacy and professional commitment and learning engagement.4. Considerations while application for college entrance examination have different effects on perceived academic self-efficacy and professional commitment and learning engagement. In the considerations, school and the order of majors have significant effects on academic self-efficacy, no effect on professional commitment and learning engagement. Whether or not subjects considered industry background of school has significant effect on perceived academic self-efficacy and learning engagement, no effect on professional commitment. Whether or not subjects considered Professional background only has significant effect on learning engagement.5. Whether or not subjects considered changing major has significant effect on professional commitment and energy dimension of learning engagement.6. Whether or not relatives and friends work in related industry has significant effect on learning engagement.7. There is significant correlation among perceived academic self-efficacy and professional commitment and learning engagement.