Research On The Relationship Between Professional Identity,Learning Motivation And Learning Burnout Of Educational Technology Undergraduates

The government continues to promote the development of educational informatization,but the major of educational technology,which should be the mainstay,is facing many problems.Many studies believe that the theoretical basis research of this major should be strengthened,and the "disconnect" between the development of educational technology and the development of educational informatization should be improved.What cannot be ignored is the research on the professional identity of undergraduates of educational technology.The improvement of professional identity has a profound impact on the quality of talents and professional development of this major.Previous studies have also shown that there may be an inseparable relationship between learning motivation,learning burnout and professional identity of educational technology undergraduates.This paper mainly explores the professional identity,learning motivation,and learning burnout of undergraduate students majoring in educational technology and their relationships with each other.The “Measurement Scale for Professional Identity of Educational Technology” was compiled based on existing literature and was optimized through pre-testing to form an official scale1.On this basis,combine the existing mature scales "Learning Motivation Scale" and "Learning Burnout Scale" as research tools,take 261 undergraduates of educational technology in H University as the research objects,use SPSS 26.0 and Smart PLS 4.0 software for data analysis,the following conclusions are drawn:The overall score range of professional recognition and learning motivation of educational technology undergraduates was at the middle level,and the score of learning burnout was slightly higher than the median value.These data show that the overall professional recognition and learning motivation of educational technology undergraduates are not ideal,and their learning burnout is more serious,which should be paid attention to;Professional recognition in educational technology is positively correlated with learning motivation,and professional recognition can positively predict learning motivation(including internal motivation and external motivation).Professional recognition is negatively correlated with learning burnout,and negative prediction of learning burnout;Internal learning motivation is negatively correlated with learning burnout,and can also play a negative predictive effect;External learning motivation had no significant effect on learning burnout.Educational Technology undergraduate professional recognition significantly influences burnout through internal learning motivation.Based on the above conclusions,targeted suggestions are put forward from the aspects of professional positioning,career guidance,professional practice and learning support,in order to improve the recognition of education technology undergraduates to the major,stimulate their learning motivation,and reduce the impact of learning burnout.