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Investigating Structural Relationships between Professional Identity, Learning Engagement, Academic Self-Efficacy, and University Support: Evidence from Tourism Students in China

旅游 心理学 身份(音乐) 中国 专业发展 专业学习社区 医学教育 教育学 政治学 医学 声学 物理 法学
作者
Qian Chen,Qingchuo Zhang,Fenglong Yu,Bing Hou
出处
期刊:Behavioral sciences [Multidisciplinary Digital Publishing Institute]
卷期号:14 (1): 26-26 被引量:2
标识
DOI:10.3390/bs14010026
摘要

In order to foster students’ development and enhance the training quality within tourism programs at universities, this study aims to investigate the relationships among tourism students’ professional identity, academic self-efficacy, learning engagement, and university support. Professional identity refers to learners’ recognition and understanding of their study programs and is viewed as a dynamic, progressive process consisting of professional cognition, professional emotion, and professional appraisal. Data were collected from 333 tourism students studying at Chinese universities. They were analyzed through SPSS and SmartPLS. The results revealed that there is no significant correlation between students’ professional cognition and learning engagement. However, students’ professional emotions and professional appraisals positively influence learning engagement. Moreover, all three dimensions of professional identity exhibit positive effects on students’ academic self-efficacy. Additionally, students’ academic self-efficacy demonstrates a positive impact on learning engagement, and university support is associated with increased learning engagement and academic self-efficacy. This study contributes to a comprehensive understanding of the learning experience of tourism students and aims to facilitate the advancement of tourism education through cultivating students’ professional identity towards tourism and developing students’ career commitment in the tourism industry. Theoretical and practical implications are discussed.
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