The Effect Of Speciality Identity On University Students' Learning Engagement: The Chain Mediating Role Of School Belonging And Academic Self-efficacy

With the continuous expansion of the scale of higher education in China,the quality of higher education has increasingly attracted the attention of all sectors of society.The traditional education quality evaluation model has been criticized for overemphasizing external resources and scientific research achievements.In recent years,the academic community has begun to evaluate the quality of education from the perspective of the main body of education—students,and pay attention to students' learning and development.As an evaluation index of student growth experience and a predictor of higher education quality,learning engagement has attracted more and more attention of scholars.Professional study is the main task of college students,college students' speciality identity and learning engagement are closely related.At the same time,as an important environment for learning and living,the school belonging can not only strengthen its motivation,but also influence its learning behavior.In addition,academic self-efficacy is the main determinant for individuals to set goals and take actions in learning,and may also have a dynamic effect on students' own learning activities,triggering their positive behavior in learning.Therefore,this study intends to investigate the status of undergraduates' speciality identity,school belonging,academic self-efficacy,and learning engagement through questionnaires,and explores the impact of speciality identity,school belonging,and academic self-efficacy on learning engagement.College students' education and management provide theoretical basis and practical guidance.In the literature review,this study mainly reviewed the conception,measurement methods,relationship between speciality identity,school belonging,academic self-efficacy and learning engagement and other variables.After comprehensive analysis,the overall concept of the paper was proposed.A survey of 2,374 undergraduate students was conducted using the College Students' Professional Identity Questionnaire,the College Student's School Sense of Sense Questionnaire,the College Students' Academic Self-Efficacy Questionnaire,and the College Student's Learning Input Scale.The results showed that:(1)From the overall situation,college students' speciality identity,school belonging,academic self-efficacy,and learning engagement are high;and they performed poorly in dimensions of cognitive speciality identity and performed well in the dimensions of behavioral professional identity;In terms of school belonging,self-character recognition is relatively strong,and responsibility is relatively weakest.In academic self-efficacy,learning ability self-efficacy is stronger than learning behavior self-efficacy;In the dimensions of learning engagement,the motivation is relatively highest,and the vigor is relatively lowest.(2)Judging from the differences,speciality identity was significantly different in gender,and school belonging,learning engagement differed in grades.Furthermore,the speciality identity,school belonging and learning engagement had significant differences in only child or not,family economic conditions,major choice and academic records.(3)From the mediating effect,speciality identity can directly affect the learning engagement,and can also indirectly affect the learning engagement through the school belonging or academic self-efficacy as an intermediary variable.Besides,school belonging and academic self-efficacy can also be mediator variables at the same time,forming a chained mediation effect to indirectly affect learning engagement.Finally,based on the above findings,the study proposes specific suggestions for improving students' learning engagement from the perspectives of improving professional identity,school belonging,and academic self-efficacy.First of all,based on the promotion of professional identity,we must emphasize volunteer choice and encourage self-determination;strengthen professional education and improve professional adaptation;strengthen self-directed learning and promote behavioral transformation.Secondly,relying on enhancing the school belonging,it is necessary to create a good school atmosphere and respect the student's dominant status;improve teaching resources and facilities and create high quality learning conditions;attach importance to the fundamentals of student development and improve the quality of teachers' teaching.Finally,To improve the academic self-efficacy as the core,we should pay attention to the guidance of learning methods and strengthen professional thinking training;stimulate internal learning motivation and enhance students' ability to resist frustration;pay attention to the status of vulnerable groups and immediately provide help and care.