专业认同与职业本科大学生学习投入的关系：职业未来洞察力的中介作用

The Relationship between Professional Identity and Learning Engagement among Vocational Undergraduate Students: The Mediating Role of Career Future Insight

摘要: 目的：本研究基于社会认知理论及认知情感系统理论，探究专业认同对职业本科大学生学习投入的影响及职业未来洞察力在其中的中介作用。方法：采用专业认同量表、职业未来洞察力量表、学习投入量表对辽宁省某职业大学的900名大学生施测。结果：专业认同、职业未来洞察力及学习投入两两之间均呈显著正相关(r = 0.50~0.66, p < 0.01)；专业认同既可直接正向影响学习投入，也可通过职业未来洞察力的中介作用间接影响学习投入，间接效应值为0.25。结论：职业未来洞察力在专业认同对职业本科大学生的学习投入的影响中发挥着显著的部分中介作用。

Abstract: Purpose: Based on social cognitive theory and the cognitive-affective system theory, this study explores the impact of professional identity on the learning engagement of vocational undergraduate students and the mediating role of career future insight in this relationship. Methods: A sample of 900 students from a vocational university in Liaoning Province was assessed using the Professional Identity Scale, the Career Future Insight Scale, and the Learning Engagement Scale. Results: Professional identity, career future insight, and learning engagement were all significantly positively correlated with each other (r = 0.50~0.66, p < 0.01). Professional identity not only directly and positively influenced learning engagement but also indirectly influenced it through the mediating role of career future insight. The indirect effect value was 0.25. Conclusion: Career future insight plays a significant partial mediating role in the influence of professional identity on the learning engagement of vocational undergraduate students.