The Influence Of Professional Identity On Learning Engagement Of College Students Majoring In Physical Education

Objective: To strengthen school physical education is an important way to carry out physical quality education and promote students’ all-round development.Physical education students in colleges and universities are the main fresh force in the field of physical education in the future.Although the academic circle has also extensively discussed the related problems of college students’ learning situation,but the research on college students majoring in physical education is still relatively weak.This paper investigates the influence of professional identity on the learning engagement of college students majoring in physical education in Fujian Province,and constructs a theoretical model mediated by academic self-efficacy,aiming at improving the learning status and academic ability of college students majoring in physical education and providing more high-quality talents for the society.Method: in this paper,the extraction of some universities in fujian province professional sports college students as investigation object,USES the literature material method,semi-structured interview method,questionnaire survey method,mathematical statistics and other methods of data collection and statistical analysis,this paper respectively to investigate professional identity influence on professional sports college students’ learning input,and the mediation effect of academic self-efficacy.Results :(1)there were statistical differences among the included demographic variables in professional identity,learning engagement and academic self-efficacy of PE majors.There were significant differences in professional identity in students’ origin place(P<0.01),grade(P<0.01),professional achievement(P<0.001),professional type(P<0.001)and reasons for applying for sports(P<0.01).There were significant differences in grade(P<0.01),major achievement(P<0.01),major type(P<0.001)and reasons for applying for sports(P<0.001).There were significant differences in gender(P<0.05),grade(P<0.01),major achievement(P<0.001),major type(P<0.001)and reasons for applying for sports(P<0.01).(2)Pearson correlation coefficient r=0.408(P<0.01),Pearson correlation coefficient R =0.699(P<0.01),Pearson correlation coefficient R =0.505(P<0.01)between professional identity and academic self-efficacy.(3)Professional identity significantly positively predicted learning engagement and academic self-efficacy(P<0.001),accounting for 23.3% and 50.4% of the variance,respectively;Academic self-efficacy positively predicted learning engagement(P<0.001)and accounted for 8.2% of the variance.(4)Professional identity and various dimensions can not only directly affect learning engagement,accounting for 33.33%,27%,16%,36.84%,32.43%,34.15%,respectively,but also indirectly affect learning engagement through academic self-efficacy.The indirect effect was 66.67%,73%,83.37%,63.16%,64.86%,65.85%,respectively.Conclusion:(1)There are statistical differences in the professional identity of college students majoring in physical education in Fujian province in terms of student origin,grade,professional achievement,major type and reasons for applying for physical education.There were statistically significant differences in grade,major achievement,major type and reason of applying for sports.There were statistical differences in academic self-efficacy in gender,grade,major achievement,major type and reasons for applying for sports.(2)Professional identity,academic self-efficacy and learning engagement are correlated in pairs,and the addition of control variables can significantly positively affect learning engagement.(3)Academic self-efficacy plays a partially mediating role in the influence of professional identity and various dimensions on learning engagement of college students majoring in physical education.