Research On Tourism Management Students’ Learning Engagement And Its Impact Factors

Tourism industry developed rapidly in recent years, but negative issues about practitioners’ skills and quality emerged in endlessly. In 2012, Ministry of Education explicated that tourism professionals talent should be cultivated with applicability and complexity, which made it urgent to pay close attention to tourism management undergraduates’ learning engagement. Based on the background of tourism higher education, this study tried to explore the status of tourism management undergraduates’ learning engagement. So that tourism management undergraduates’ learning qualities can be improved, and empirical reference for the development of tourism higher education.The present studyproposed a theoretical pattern of learning engagement for tourism management students, established the scale of learning engagement fortourism management students, examined the learning characteristics of tourism management students, and explored the mechanism of learning engagement for tourism management students. The results were as follows:(1) The learning engagement for tourism management students have four dimensions, which are formal professional learning, engagement of emotional state, self-regulation and monitoring, and practicality(2) The index of the scale of learning engagement fortourism management students were acceptable, which could be a useful measurement.(3)The level of learning engagement for students of tourism management was medi um. Specifically, engagement of emotional state and practicality have the highest score, formal professional learning was the lowest; In addition, different significances were fo und at different demographic variables on the level of learning engagement, the group c haracteristic of learning engagement was obvious.(4) The partial mediating effect of the goal of learning orientation and the goal of avoiding orientation on the relationship between psychological capital and learning engagement were found.The goal of learning orientation also mediated the relationship between professional satisfaction and learning engagement.