The Impact of Professional Identity on College Students' Learning Engagement: The Mediating Role of Achievement Goal Orientation

DOI: https://doi.org/10.62517/jhet.202515344

Author(s)

Xueyan Shao, Ying Qiu, Mengke Xu*

Affiliation(s)

Xi'an Eurasia University, Xi'an, China *Corresponding Author

Abstract

In this critical historical stage of profound transformation and quality enhancement in higher education, the core position of talent cultivation has been elevated to an unprecedented height. This study aims to systematically reveal how professional identity influences college students' learning engagement by shaping these two types of achievement goal orientations, namely, to deeply analyze the complete mechanism of "professional identity → achievement goal orientation (approach/avoidance) → learning engagement." This study employed the College Students' Professional Identity Questionnaire, Achievement Goal Orientation Scale, and Learning Engagement Scale, randomly selecting 441 college students for empirical investigation. The empirical findings indicated: (1) Professional identity exerts a notable positive predictive influence on learning engagement. (2) Within the framework of achievement goal orientations, both approach and avoidance goal orientations serve as partial mediators in the relationship between professional identity and learning engagement. College students with a strong professional identity not only directly enhance their learning engagement but also significantly mold their engagement behaviors through two distinct motivational pathways—pursuing success (approach goals) and averting failure (avoidance goals).

Keywords

College Students; Professional Identity; Learning Engagement; Achievement Goal Orientation

References

[1] Qin Panbo. Characteristics and Related Research on College Students' Professional Identity. Southwest University, 2009. [2] Tang Shihua, Wu Fushou. Research Progress and Prospects of College Students' Professional Identity. Journal of Anhui Radio & TV University, 2021, (03): 55-58+63. [3] Carol S. Dweck, Ellen L. Leggett. A social^cognitive approach to motivation and personality. PSYCHOLOGICAL REVIEW, 1988, 95(2). [4] Fang Laitan, Shi Kan, Zhang Fenghua. Reliability and Validity Study of the Chinese Version of the Learning Engagement Scale. Chinese Journal of Clinical Psychology, 2008, 16(06): 618-620. [5] Li Yongyue. A Review of Research on Learning Engagement and Its Influencing Factors. Western China Quality Education, 2022, 8(05): 40-42. [6] Henri Tajfel. Differentiation between social groups: Studies in the social psychology of intergroup relations. 1978. [7] Wang Ping, Sun Jihong, Ji Feng. A Study on the Relationship Between Learning Engagement and Professional Identity Among Medical College Students. China Higher Medical Education, 2015, (09): 39-40. [8] Li Yijun, Meng Longlong, Wang Manru, et al. The Impact of Professional Identity on Learning Engagement: A Multiple Mediation Model. Psychological Techniques and Applications, 2017, 5(09): 536-541. [9] Henri Tajfel. Differentiation between social groups: Studies in the social psychology of intergroup relations. 1978. [10] Wang Ping, Sun Jihong, Ji Feng. A Study on the Relationship Between Learning Engagement and Professional Identity Among Medical College Students. China Higher Medical Education, 2015, (09): 39-40. [11] Li Yijun, Meng Longlong, Wang Manru, et al. The Impact of Professional Identity on Learning Engagement: A Multiple Mediation Model. Psychological Techniques and Applications, 2017, 5(09): 536-541. [12] Hui Wang, Yuxia Liu, Zhanying Wang, et al. The influences of the Big Five personality traits on academic achievements: Chain mediating effect based on major identity and self-efficacy. Frontiers in Psychology, 2023, 14. [13] Li Jie. A Study on Professional Identity, Learning Motivation, and Their Correlation Among Medical College Students in Henan Province. Medicine and Society, 2019, 32(10): 98-101. [14] An Rong, Du Wei. Research on the Influence Mechanism of Achievement Goal Orientation on Learning Engagement Among Secondary Vocational Students. Chemical Education (Chinese and English), 2023, 44(18): 93-101. [15] Huang Haiyan, Xu Guocheng, Fu Ying. The Relationship Between Achievement Goal Orientation and Learning Engagement Among College Students: The Mediating Role of Time Management Disposition. Psychological Exploration, 2017, 37(04): 375-379. [16] Hong Wei, Liu Rude, Zhen Rui, et al. The Relationship Between Achievement Goal Orientation and Primary School Students' Mathematics Learning Engagement: The Mediating Roles of Academic Procrastination and Mathematics Anxiety. Psychological Development and Education, 2018, 34(02): 191-199. [17] Roskes, M., De Dreu, C. K. W., & Nijstad, B. A. Necessity is the mother of invention: Avoidance motivation stimulates creativity through cognitive effort. Journal of Personality and Social Psychology, 2012,103(2):242.