A Study on the Mediating Effects of Learning Motivation and Learning Engagement on Professional Identity and Academic Achievement among Chinese University Students Majoring in Dance Education Gao, Ming

다국어 초록 (Multilingual Abstract)

Professional identity is an effect psychological factor for Chinese university students majoring in Chinese dance education as they progress toward their careers. The Chinese dance education major is an integrated discipline that combines pedagogy, arts education, and dance, with the goal of cultivating high-quality teachers equipped with professional Chinese dance skills and educational abilities. In recent years, with the development of the field of Chinese dance education, the effect of professional identity on the academic achievement of Chinese university students has gradually become a research hotspot. However, existing studies have mostly focused on the relationships of single or dual variables, with a lack of systematic analysis on the complex interactions between professional identity, learning motivation, learning engagement, and academic achievement. This study explored the relationships among professional identity, learning motivation, learning engagement, and academic achievement in Chinese university students majoring in Chinese dance education. Specifically, the study focused on the mediating role of learning motivation and learning engagement in the effect of professional identity on academic achievement. Therefore, this study utilized SPSS 25.0 and AMOS 24.0 to verify the path coefficients and mediating effects of the research model through descriptive statistics, difference analysis, variance analysis, correlation analysis, multiple regression analysis, or structural equation modeling. The study, which involved 986 dance education majors, the result were as follows. First, a significant correlation was found between professional identity, learning motivation, learning engagement, and academic achievement among dance education majors. Second, there were significant differences in professional identity, learning motivation, learning engagement, and academic achievement based on gender, place of origin, only-child status, grade, and the voluntary choice of major. Third, professional identity had not only a direct effect on academic achievement but also an indirect effect through learning motivation and learning engagement. Based on the research findings, this study suggests that first, the dance education major should focus on helping students cultivate professional identity and establish clear career goals. Second, teachers should adopt various educational strategies to stimulate students' learning motivation, increase their learning engagement, and promote academic achievement. Finally, universities and policymakers should strengthen psychological support for dance education majors, helping them effectively cope with academic stress and career choices, thereby improving the overall quality of education. Keywords: Dance Education Major, Professional Identity, Academic Achievement, Learning Motivation, Learning Engagement, Mediating Effect

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions 6
• II. Theoretical Background 8
• 1. Dance Education Major8
• 1) Concept of Dance Education Major 8
• 2) Current Development of Dance Education Major 13
• 3) Curriculum System of Dance Education Programs 16
• 2. Professional Identity 28
• 1) Concept of Professional Identity28
• 2) Dimensions of Professional Identity32
• 3) Previous Research on Professional Identity 36
• 3. Academic Achievement 40
• 1) Concept of Academic Achievement 40
• 2) Dimensions of Academic Achievement43
• 3) Previous Research about Academic Achievement 45
• 4. Learning Motivation 48
• 1) Concept of Learning Motivation48
• 2) Dimensions of Learning Motivation51
• 3) Previous Research on Learning Motivation 55
• 5. Learning Engagement 58
• 1) Concept of Learning Engagement58
• 2) Dimensions of Learning Engagement60
• 3) Previous Research on Learning Engagement 63
• 6. Relationship among Variables 65
• 1) Professional Identity and Academic Achievement 65
• 2) Professional Identity and Learning Motivation 67
• 3) Learning Motivation and Academic Achievement 68
• 4) Professional Identity and Learning Engagement 70
• 5) Learning Engagement and Academic Achievement 72
• 6) Professional Identity, Learning Motivation and Academic
• Achievement 74
• 7) Professional Identity, Learning Engagement and Academic
• Achievement 75
• III. Research Method 78
• 1. Research Model and Hypotheses 78
• 2. Research Participants 80
• 3. Research Tools 83
• 1) Professional Identity Scale 84
• 2) Learning Motivation Scale 88
• 3) Learning Engagement Scale 91
• 4) Measurement of Academic Achievement95
• 4. Data Analysis96
• Ⅳ. Research Results99
• 1. Descriptive Statistics 99
• 2. Differences Analysis in Demographic Variables 100
• 1) Professional Identity 101
• 2) Learning Motivation 108
• 3) Learning Engagement 113
• 4) Academic Achievement119
• 3. Correlation Analysis 123
• 4. Regression Analysis 125
• 1) Professional Identity on Academic Achievement 126
• 2) Professional Identity on Learning Motivation 127
• 3) Learning Motivation on Academic Achievement 129
• 4) Professional Identity on Learning Engagement 131
• 5) Learning Engagement on Academic Achievement 133
• 5. Mediating Effect 135
• 1) Model Fit 135
• 2) Model Path Test Results 138
• 3) Mediating Effect Test Results 141
• 6. Results of Hypothesis 142
• V. Discussion143
• 1. Discussion and Conclusion 143
• 2. Suggestion and Limitation 150
• Reference 154
• Appendix 170
• 국문초록 178