The Impact of Professional Identity on Learning Engagement Among University Students: The Mediating Role of Academic Emotions
Yujuan Yang, Lichu Tien
This study aims to explore the relationships between professional identity, academic emotions, and learning engagement among university students. Using scales for professional identity, academic emotions, and learning engagement theory, a survey was conducted among 1,090 students from a university in Henan Province. The results indicate that professional identity has a significant positive impact on academic emotions and significantly positively influences learning engagement. Additionally, academic emotions partially mediate the relationship between professional identity and learning engagement. This study provides recommendations for enhancing students' professional identity, fostering positive academic emotions, and promoting effective learning engagement. These insights are intended to inform university teaching content and offer guidance on the psychological and behavioral aspects of student learning.
Keywords: Professional identity, Academic emotions, Learning engagement
