Research On The Influencing Factors And Functional Mechanisms Of Interdisciplinary Education Master Students' Specialised Identity

With the continuous relaxation of university enrollment policy and the rapid development of postgraduate education,interdisciplinary postgraduate entrance examination has become an increasingly common phenomenon.As a popular cross-examination subject,pedagogy is highly praised by many postgraduate students from different disciplines.In the field of pedagogy,the high proportion of interdisciplinary postgraduates and the complex subject background have become the main characteristics of Postgraduates in this field.As an important manifestation of students ‘emotional experience,specialised identity is the key to whether interdisciplinary education master students can produce emotions for their major and continue to engage in specialised learning.Improving their specialised identity level can effectively stimulate specialised learning enthusiasm,trigger highly committed specialised learning behavior,and then improve specialised learning achievements,and ultimately improve the quality of training.According to the existing research results,the specialised identity of interdisciplinary education master students has been at a low level for a long time,which has affected the quality of their specialised training to a certain extent.What factors affect their specialised identity and how these factors affect them are the two main issues discussed in this study.In view of the above problems,based on the literature review,this study explores the influencing factors and mechanism of specialised identity of master students in interdisciplinary education by combining qualitative research with empirical research.Firstly,the interview data of these students are obtained through in-depth interviews,and then the relevant factors are analyzed and refined through grounded theoretical methods.On this basis,the influencing factors and mechanism model of specialised identity of master students in interdisciplinary education are constructed.Finally,according to the relationship of variables contained in the model,relevant hypotheses are deduced and validated by questionnaire survey.Through empirical research methods,this study draws the following conclusions: first,the specialised identity of interdisciplinary education master students is at a medium level;second,there are significant differences in demographic factors;third,specialised learning efficacy has a significant positive impact on specialised identity;fourth,specialised reputation has a significant positive impact on specialised identity;fifth,specialised training environment has a significant positive impact on specialised identity;Sixth,specialised learning efficacy has a significant positive impact on learning engagement;Seventh,specialised training environment has a significant positive impact on specialised belonging;Eighth,specialised identity has a significant positive impact on learning engagement;Ninth,specialised identity has a significant positive impact on specialised belonging;Tenth,specialised recognition has a significant positive impact on specialised belonging.At the same time,specialised learning efficacy plays a part of mediating role in the impact of learning engagement;eleventh,specialised identity plays a part of mediating role in the impact of specialised training environment on specialised belonging.Based on the above conclusions,in order to promote the improvement of the specialised identity level of master students in interdisciplinary education,it is suggested to strengthen the cultivation of positive psychological cognitive ability of master students in interdisciplinary education and enhance their specialised learning efficacy,attach importance to the role of specialised reputation in stimulating the discipline of master students in interdisciplinary education and actively enhance their specialised reputation,and create a good specialised training environment to enhance the specialised emotional attribution of interdisciplinary education master students.