A Study on the Effect of Learning Engagement Among Chinese College Students : The Mediating Role of Psychological Resilience and Academic Emotions-

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore and conceptualize the connotations and dimensional structures of four key constructs, learning engagement, professional identity, psychological resilience, and academic emotions among Chinese college students. By analyzing the impact of professional identity on learning engagement and the mediating effects of psychological resilience and academic emotions in the pathway between professional identit and learning engagement, this study develops an academic emotion scale tailored to Chinese college students. Ultimately, grounded in the context of Chinese higher education, it offers feasible recommendations and empirical references for enhancing learning engagement among Chinese college students. This research employs various analytical methods, including independent sample t-tests, variance analysis, factor analysis, Pearson correlation analysis, regression analysis, and structural equation modeling. Seven research hypotheses were verified, yielding the following conclusions. First, Conceptual Framework and Relationships. The study systematically elucidates the connotations, dimensional structures, and interrelationships of the four core concepts, learning engagement, professional identity, psychological resilience, and academic emotions. While prior research has explored these variables both theoretically and empirically, no consensus has been reached regarding their structural dimensions. Through theoretical analysis, this study defines the dimensional compositions and interrelations of these variables, offering insights into the mechanisms that influence learning engagement from the perspective of individual intrinsic factors. This provides a valuable foundation for future research. Second, Development of a Localized Academic Emotion Scale. In the context of Chinese higher education, a localized academic emotion scale was developed to address the limitations of relying predominantly on adapted Western scales. The scale includes four dimensions, positive high-arousal, positive low-arousal, negative high-arousal, and negative low-arousal emotions. It is characterized by concise item design and strong reliability and validity metrics, providing a dependable tool for studying and measuring academic emotions while contributing to the expansion of localized research instruments in this field. Third, Influences on Learning Engagement. The findings reveal that professional identity, psychological resilience, and positive academic emotions significantly positively influence learning engagement. Conversely, negative high-arousal emotions negatively impact learning engagement, while negative low-arousal emotions show no significant effect. Notably, positive low-arousal emotions (e.g., calmness and relaxation) exhibit the most significant mediating effect on learning engagement. This critical factor, rarely explored in prior research, underscores the innovative contribution of this study. Future studies should further investigate and elucidate the mechanisms underlying this key factor. Fourth, Theoretical Model of Learning Engagement. By incorporating psychological resilience and academic emotions into the research framework linking professional identity and learning engagement, this study constructs a theoretical model of learning engagement. It addresses the limitations of previous studies that primarily focused on binary or tertiary relationships. Through empirical analysis, the study validates the proposed model and suggests strategies centered on enhancing professional identity, psychological resilience, and positive academic emotions. These findings provide systematic theoretical underpinnings and practical guidance for improving learning engagement, offering fresh perspectives and educational insights for enhancing the learning quality of Chinese university students. This study delves deeply into the mechanisms by which professional identity influences learning engagement among college students. It not only provides theoretical and practical guidance for fostering learning engagement but also offers robust support for improving the learning quality of Chinese college students, contributing significantly to higher education reform. Keywords: Learning Engagement, Professional identity, Psychological Resilience, Academic Emotions, Chinese College Students

목차 (Table of Contents)

• I. Introduction1
• 1. Research Necessity 1
• 2. Research Purpose12
• 3. Research Questions 12
• II. Theoretical Background 13
• 1. Current State of Learning Engagement Among Chinese College
• Students 13
• 2. Theoretical Basis19
• 1) Self-Determination Theory 19
• 2) Basic Psychological Needs Theory 21
• 3. Previous Studies 30
• 1) Learning Engagement 30
• 2) Professional Identity 52
• 3) Psychological Resilience62
• 4) Academic Emotions 71
• 5) Relationships Between Variables 83
• III. Research Method 94
• 1. Research Framework 94
• 2. Research Model95
• 1) Conceptual Model Development 95
• 2) Research Hypothesis96
• 3. Research Participants 97
• 1) Expert Consultation 97
• 2) Participants of the Preliminary Survey 99
• 3) Participants of the Main Survey101
• 4. Data Collection and Analysis103
• 1) Literature Collection 103
• 2) Data Collection104
• 3) Data Analysis 106
• 5. Research Tools 108
• 1) College Students' Learning Engagement Scale 109
• 2) Professional Identity Scale for College Students 116
• 3) Psychological Resilience Scale for College Students123
• 4) Academic Emotions Scale for College Students 131
• IV. Research Results156
• 1. Descriptive Statistics156
• 2. Difference Analysis159
• 3. Correlation Analysis 167
• 4. Regression Analysis 169
• 5. Model Validation and Analysis172
• 6. Path Analysis and Hypothesis Testing174
• V. Discussion and Conclusions 180
• 1. Summary 180
• 2. Discussion 183
• 1) Dimensions 183
• 2) Differences 189
• 3) Variable Relevance 191
• 4) Direct Effects 192
• 5) Mediating Effects 195
• 3. Conclusion 197
• 4. Limitations and Suggestions 199
• 1) Limitaions199
• 2) Suggestions199
• 5. Suggestions for Enhancing Students' Learning Engagement 200
• References207
• Appendix 1 245
• Appendix 2 251
• 국문초록 254