A Study on the Influence of Students in China： The Mediated by Learning Motivation and Career Decision-Making Self-efficacy

다국어 초록 (Multilingual Abstract)

The professional identity of visual design major students impacts not only their learning enthusiasm and career development but also the formation of design thinking and the enhancement of creativity. This study aims to analyze the influence of professional identity on design thinking among visual design major students in China, with career decision-making self-efficacy and learning motivation as mediating factors. To achieve this, the study selected visual design major students from six vocational colleges in Guangzhou, China, as the research subjects. A total of 982 valid questionnaires were collected through an online survey, and statistical analyses, including descriptive statistics, difference analysis, correlation analysis, multiple regression analysis, and mediation effect analysis, were conducted using SPSS 26.0 and AMOS 24.0 software. The key findings of this study were as follows. First, significant differences were observed in professional identity, design thinking, career decision-making self-efficacy, and learning motivation based on gender, grade, and major. Second, professional identity, career decision-making self-efficacy, and learning motivation positively influenced design thinking. Third, career decision-making self-efficacy served as a significant mediator in the relationship between professional identity and design thinking. Fourth, learning motivation also acted as a significant mediator in the relationship between professional identity and design thinking. Based on these findings, the study offers the following recommendations. First, efforts should be made to enhance students' professional identity by fostering a deeper understanding and sense of belonging to their major during courses. This can be achieved by clearly presenting the developmental prospects and practical applications of the major to instill affection and confidence in students regarding their field of study. Second, as design thinking is a core competency for art and design students, systematic training and reinforcement of design thinking should be incorporated into the curriculum. Providing opportunities for students to apply design thinking in solving real-world problems can help improve their creativity and practical skills. Third, since learning motivation is a critical factor influencing academic achievement, strategies to stimulate students' interest in learning and actively engage them in both coursework and practice should be implemented. Fourth, considering the variations in professional identity, design thinking, career decision-making self-efficacy, and learning motivation based on gender, grade, and major, it is essential to account for individual differences and needs in course planning. Tailored educational strategies and methods that align with students' requirements and developmental needs should be adopted. Keywords: Visual Design Major Students, Professional Identity, Design Thinking, Career Decision-Making Self-efficacy, Learning Motivation

목차 (Table of Contents)

• Ⅰ. Abstract iii
• Ⅰ. Introduction 1
• 1. Necessity and Purpose of the Study 1
• 2. Research Questions 4
• 3. Definitions of Terms 5
• 1) Visual Design 5
• 2) Design Thinking 5
• 3) Professional Identity5
• 4) Career Decision-Making Self-efficacy6
• 5) Learning Motivation6
• Ⅱ. Theoretical Background 7
• 1. Professional Identity7
• 1) Definition of Professional Identity 7
• 2) Dimensions and Measurement of Professional Identity 11
• 3) Previous Research on Professional Identity 13
• 2. Design Thinking 17
• 1) Definition of Design Thinking 17
• 2) Dimensions and Measurement of Design Thinking 25
• 3) Previous Studies on Design Thinking 28
• 3. Career Decision-Making Self-efficacy 36
• 1) Definition of Career Decision-Making Self-efficacy36
• 2) Dimensions and Measurement of Career Decision-Making
• Self-efficacy 37
• 3) Previous Studies on Influencing Career Decision-Making
• 　Self-efficacy39
• 4. Learning Motivation 43
• 1) Definition of Learning Motivation43
• 2) Dimensions and Measurement of Learning Motivation 45
• 3) Previous Research on Learning Motivation 47
• 5. The Relationships Between Research Variables 53
• Ⅲ. Methods59
• 1. Research Model and Hypotheses 59
• 1) Research Model59
• 2) Research Hypotheses 61
• 2. Research Subjects61
• 3. Research Procedure 63
• 4. Research Tools 65
• 1) Professional Identity Scale 66
• 2) Design Thinking Scale 67
• 3) Career Decision-Making Self-efficacy Scale 68
• 4) Learning Motivation Scale 69
• 5. Data Analysis 70
• Ⅳ. Results72
• 1. Descriptive Statistics 72
• 2. Difference Analysis 75
• 1) Examination of Differences in Design Thinking, Professional
• Identity, Career Decision-Making Self-efficacy, and Learning
• Motivation across Different Genders 75
• 2) Examination of Differences in Design Thinking, Professional
• Identity, Career Decision-Making Self-efficacy, and Learning
• Motivation across Different Academic Grades 76
• 3) Examination of Differences in Design Thinking, Professional
• Identity, Career Decision-Making Self-efficacy, and Learning
• Motivation across Different Academic Disciplines 78
• 3. Reliability and Validity Analysis 80
• 1) Reliability80
• 2) Validity Analysis 82
• 4. Correlation Analysis 107
• 5. Multiple Regression Analysis109
• 6. Mediation Effect Analysis112
• 7. Hypothesis Testing Results114
• Ⅴ. Discussion and Conclusion 116
• 1. Discussion and Conclusion 116
• 2. Recommendations 122
• 3. Research Limitations and Future Directions124
• References126
• Appendix151
• 국문초록 158