The Influence Of Vocational Identity On Learning Engagement Of Preschool Education Majors:A Moderated Mediating Model

In recent years,the expansion of higher education has brought challenges such as the decline of education quality,and the study of college students' learning input is the only way to improve education quality.Students majoring in preschool education are the main source of preschool teachers in the future,and their learning situation in school directly affects the quality of future teachers.The improvement of students' learning engagement can not only improve the quality of education but also promote students' professional growth.Studies have shown that professional identity and learning motivation are important factors affecting learning engagement.In addition,the difference in can cause cognitive and professionalism,according to the identity theory and self-determination motivation theory to construct the professional identity,learning motivation,learning,education,etc.The relationship between the four models,trying to explore the internal mechanism,as to promote the pre-school education teachers on the long-term perspective,the overall quality of ascension.This study investigated the professional identity,learning motivation and learning engagement of preschool education majors,undergraduates and postgraduates.There has730 questionnaires were sent out to the student and 687 questionnaires were collected with a recovery rate of94.1%.Questionnaires whose filling time was less than 160 seconds were excluded,and 655 questionnaires were deemed as valid.SPSS22.0 and Process macro system were used to Process the data,and the following research conclusions were drawn:(1)The professional identity,learning engagement and learning motivation of preschool education major students are pared-to-pare related(2)Professional identity of preschool education major students is positively correlated with their learning input(3)The learning motivation of preschool education majors mediates the positive relationship between professional identity and learning engagement(4)Educational background moderates the positive relationship between professional identity and learning motivation of preschool education major students,that is,the lower the educational background,the greater the influence of professional identity on learning motivation;Higher education weakens the effect of professional identity on learning motivation.Finally,this study analyzes the results of the survey and puts forward five educational suggestions.First,it is necessary to enhance the professional attraction of preschool teachers;The second is to grasp the characteristics of learning motivation,passion learning motivation;The third is to improve the requirements,enhance the learning input;Fourthly,we should grasp the key points of training for students with different educational backgrounds.Fifth,we should pay attention to the promotion of pre-school education teachers' qualifications.