The Relationship Between Special Education Students' Professional Identity And Learning Engagement:The Mediating Role Of General Self Efficacy And Self Esteem

As an significant part of the education system,special education has gradually become an important symbol to measure the overall education development level of a country.The quality of special education has attracted more and more attention from all walks of life.The professional quality of special education teachers directly affects the promotion process and education quality of special education.As the successor of future special education,the quality of students majoring in special education has also attracted much attention.At the same time,as an important yardstick to measure the quality of students,the importance of learning engagement cannot be ignored.If students want to have a high degree of investment in learning,first of all,they need to have a strong identification with the major.At the same time,due to the particularity of the special education object,the major is often biased by the outside world,which leads to the confusion of the future development of students,doubt of self-worth,and then lead to the serious brain drain problem in the special education industry.Therefore,from the perspective of the relationship between professional identity and learning engagement,this study introduces two concepts related to personal value,general self-efficacy and self-esteem,and discusses the status quo of professional identity,general self-efficacy,self-esteem and learning engagement and their relationship,so as to provide theoretical basis for improving the overall quality of special education and maintaining the stable development of special education teachers Practical guidance.This study first combs the relevant literature on professional identity,general self-efficacy,self-esteem and learning engagement,and understands the basic concepts,measurement methods and the relationship with other variables.After comprehensive analysis,the research ideas of this paper are put forward.Using the "College Student Professional Identity Questionnaire","Learning Input Scale","General Self-Efficacy Scale",and "Self-Efficacy Scale" 681 special education students' professional identity,learning engagement,general self-efficacy and self-esteem were studied.The results show that the learning engagement and professional identity of special education students are in the middle level,general self-efficacy is low,self-esteem is in the middle level;the professional identity of special education students can significantly positively predict learning engagement;the general self-efficacy of special education students plays a significant part of mediating role between professional identity and learning engagement The results show that the self-esteem of special education students plays a significant partial mediating role between professional identity and learning engagement;general self-efficacy and self-esteem of special education students play a significant chain mediating role between professional identity and learning engagement.Above all,this study puts forward specific countermeasures to enhance the learning engagement of special education students from the perspective of improving their professional identity and general self-efficacy and self-esteem.