Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement
Abstract
:1. Introduction
1.1. The Relationship between Professional Identity and Career Adaptability
1.2. The Mediating Role of Learning Engagement
1.3. Research Design
2. Methods
2.1. Participants
2.2. Measures
2.3. Data Analysis
3. Results
3.1. Descriptive Statistics
3.2. Correlation Analysis
3.3. Mediation Model
4. Discussion
5. Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Variables | N | Mean | Standard Deviation | Min | Max | Skewness | Kurtosis |
---|---|---|---|---|---|---|---|
Career adaptability | 692 | 61.909 | 12.156 | 12 | 84 | −0.549 | 4.370 |
Learning engagement | 692 | 36.142 | 14.002 | 0 | 66 | −0.048 | 2.815 |
Study in class | 692 | 18.934 | 9.480 | 0 | 33 | −0.255 | 2.171 |
Study after class | 692 | 17.208 | 9.160 | 0 | 33 | 0.264 | 2.126 |
Professional identity | 692 | 70.595 | 12.281 | 13 | 91 | −0.653 | 3.716 |
Professional interest | 692 | 4.710 | 1.544 | 1 | 7 | −0.604 | 3.037 |
Professional strength | 692 | 5.354 | 1.461 | 1 | 7 | −1.049 | 3.898 |
Career prospects | 692 | 4.585 | 1.429 | 1 | 7 | −0.544 | 3.161 |
Professional satisfaction | 692 | 55.947 | 10.234 | 10 | 70 | −0.649 | 3.668 |
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
---|---|---|---|---|---|---|---|---|---|---|---|
1. Career adaptability | 1 | ||||||||||
2. Learning engagement | 0.211 *** | 1 | |||||||||
3. Professional identity | 0.439 *** | 0.217 *** | 1 | ||||||||
4. Attention | 0.890 *** | 0.203 *** | 0.355 *** | 1 | |||||||
5. Control | 0.909 *** | 0.166 *** | 0.421 *** | 0.730 *** | 1 | ||||||
6. Curiosity | 0.945 *** | 0.202 *** | 0.412 *** | 0.774 *** | 0.829 *** | 1 | |||||
7. Confidence | 0.923 *** | 0.201 *** | 0.428 *** | 0.735 *** | 0.789 *** | 0.870 *** | 1 | ||||
8. Professional interest | 0.283 *** | 0.218 *** | 0.513 *** | 0.244 *** | 0.258 *** | 0.255 *** | 0.282 *** | 1 | |||
9. Professional strength | 0.262 *** | 0.178 *** | 0.585 *** | 0.195 *** | 0.247 *** | 0.262 *** | 0.263 *** | 0.538 *** | 1 | ||
10. Career prospects | 0.266 *** | 0.125 *** | 0.556 *** | 0.225 *** | 0.238 *** | 0.261 *** | 0.255 *** | 0.585 *** | 0.553 *** | 1 | |
11. Professional satisfaction | 0.410 *** | 0.185 *** | 0.961 *** | 0.330 *** | 0.398 *** | 0.382 *** | 0.398 *** | 0.306 *** | 0.401 *** | 0.360 *** | 1 |
Pathways | Estimate | 95%CI | Standard Error | Estimate/Standard Error | p Value | |
---|---|---|---|---|---|---|
Lower | Upper | |||||
Direct effects | ||||||
Professional identity → Career adaptability | 0.407 | 0.330 | 0.544 | 0.054 | 7.557 | 0.000 |
Indirect effects | ||||||
Professional identity → Learning engagement → Career adaptability | 0.030 | 0.013 | 0.057 | 0.010 | 2.897 | 0.004 |
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Liu, X.; Ji, X.; Zhang, Y.; Gao, W. Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement. Behav. Sci. 2023, 13, 480. https://doi.org/10.3390/bs13060480
Liu X, Ji X, Zhang Y, Gao W. Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement. Behavioral Sciences. 2023; 13(6):480. https://doi.org/10.3390/bs13060480
Chicago/Turabian StyleLiu, Xinqiao, Xinyu Ji, Yifan Zhang, and Wenjuan Gao. 2023. "Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement" Behavioral Sciences 13, no. 6: 480. https://doi.org/10.3390/bs13060480