The Relationship Between Professional Identity And Learning Involvement Of College Students Majoring In Preschool Education:The Mediating Role Of Self-efficacy

In recent years,the cultivation of preschool teachers has been gained more attention,and a series of policies and measures were issued to promote the development of preschool education in China.As the main reserve force of kindergarten teachers,the learning involvement of undergraduates majoring in preschool education has been attracted the attention by researchers.It is an important way to improve the quality of preschool teachers by increasing the learning involvement of preschool education undergraduates.Therefore,this thesis explored the mechanism of learning involvement in undergraduates majored in preschool education from the perspective of professional identity and self-efficacy.The participants were 355 undergraduates majored in preschool education in H city,including 347 female students and 8 male students.There were 43 freshmen,156 sophomores and 156 thirds of freshmen.All participants were asked to fill in the College Students' Professional Identity Questionnaire,Learning Input Scale and Self-efficacy Scale.The main results were as follows:(1)Generally speaking,the professional identity and self-efficacy of undergraduates majored in preschool education was significantly higher than the theoretical mean,while there was no significant difference between the theoretical mean and the learning involvement,which indicated that the students majored in preschool education generally agreed with their own major and had confidence in their professional learning,but the involvement in learning was moderate.(2)There were significant correlations among professional identity,learning engagement and self-efficacy in undergraduates majored in preschool education;further mediating effect test showed that self-efficacy played a partial mediating role between professional identity and learning involvement in those majored in preschool education,indicating that the professional identity of students majored in preschool education would not only directly affect their learning involvement,but also affect their learning engagement through self-efficacy.This thesis described the characteristics of learning engagement,professionalidentity and self-efficacy in undergraduates majored in preschool education,which could provide a basis for the study of college students' mental health.Moreover,this thesis explored the mechanism of the professional identity on learning involvement in undergraduates majored in preschool education,which enriched and improved the relevant theoretical system of learning involvement.Finally,this thesis provided specific suggestions for increasing the learning involvement in those majored in preschool education from the perspective of professional identity and self-efficacy,which lays a practical foundation for the training of preschool teachers.