| At present,facing the double requirements of high quality development of social economy and high quality development of higher education,the practice of talent training in colleges and universities should accept new challenges.It should not only pay attention to improving the quality of talent training from the macro perspective of talent training concept,teaching staff,curriculum teaching,experimental practice conditions,etc.More attention should be paid to students’ learning psychology,learning behavior,learning effect and other micro factors that affect the quality of talent training.Professional identity,academic emotion and learning involvement are important individual psychological and behavioral variables in college students’ learning and development,as well as important micro factors affecting college students’ study and development.This paper intends to take professional identity,academic emotion and learning engagement as the starting point to deeply explore the relationship among the three,and test whether academic emotion plays an intermediary role.In order to improve the status quo of college students’ professional identity,promote the positive adjustment of students’ academic emotion,and increase students’ learning involvement,so as to provide relevant suggestions and references for improving the quality of students’ learning and the quality of higher education personnel training.Based on the perspectives of self-identity theory,achievement goal theory,control-evaluation theory and learning engagement theory,the research conducted a survey in the form of questionnaires.A total of 1,100 questionnaires were distributed to L University undergraduates through a combination of online and offline methods,and 1019 effective questionnaires were obtained.SPSS 26.0,AMOS 26.0 and the Process v3.3 program were used for empirical analysis of the survey data,to explore the relationship among professional identity,academic emotion and learning engagement,and to test the mediating effect of academic emotion.The study reached the following conclusions:(1)Professional identity,academic emotion and learning engagement are affected by demographic variables such as gender,grade,the subject of the student’s major,the choice factor of the major filling and the change of the major.(2)Improving the level of professional identity helps to improve academic mood and increase the level of learning engagement.This study found that professional identity has a significant positive impact on academic mood,and professional identity has a significant positive impact on learning engagement.(3)Academic emotion has partial mediating effect between professional identity and learning engagement.Academic emotion has a positive and significant effect on learning engagement.Meanwhile,academic emotion has a partial mediating effect between professional identity and learning engagement.Based on the research results,this paper focuses on practical problems,in order to enhance college students’ professional identity,cultivate positive academic emotions,help good learning investment,and provide opinions and suggestions on the teaching content of colleges and universities as well as students’ own learning psychology and behavior: Optimize professional guidance and strengthen students’ professional identity;Attach importance to emotional guidance and mobilize students’ positive academic emotions;Support students’ learning in the whole process and in an all-round way,and escort students’ learning. |
