Effects of professional identity and psychological capital on academic self-efficacy: Learning engagement as a mediator

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Xiaotao Lu
Yuan Qiu
Cite this article:  Lu, X., & Qiu, Y. (2025). Effects of professional identity and psychological capital on academic self-efficacy: Learning engagement as a mediator. Social Behavior and Personality: An international journal, 53(10), e15407.


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This study explored the effects of professional identity and psychological capital on the academic self-efficacy of university students majoring in preschool education, as well as the mediating role of learning engagement. University students majoring in preschool education (N = 986) completed the University Student Professional Identity Questionnaire, the Psychological Capital Questionnaire for Adolescent Students, the University Student Academic Self-Efficacy Questionnaire, and the University Student Learning Engagement Questionnaire. There were significant positive correlations among professional identity, psychological capital, learning engagement, and academic self-efficacy. Learning engagement partially mediated the relationships of both professional identity and psychological capital with academic self-efficacy. Therefore, at universities the professional identity education of students majoring in preschool education should be strengthened, their psychological capital level should be improved, and they should be encouraged to actively participate in learning, so as to gain more academic self-efficacy.
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