The?Impact of Professional Identity on University?Students' Learning Engagement : The Mediation Effect of Achievement Motivation and The Moderation Effect of Academic Emotion-

다국어 초록 (Multilingual Abstract)

The objective of this study is to establish a theoretical framework and to offer practical guidelines for pedagogical and psychological interventions in higher education. The aim is to elucidate the manner in which professional identity influences learning engagement among university students, and to identify the pivotal roles played by achievement motivation and academic emotion in this process. In this study, the researchers opted for a questionnaire-based approach, utilising structural equation modelling (SEM) to analyse the pertinent data. The software programs SPSS and AMOS were employed to analyse the data, with a primary focus on correlation analysis, regression analysis, and structural equation modelling. These analyses were employed to assess the direct and indirect relationships between variables. The findings of the study demonstrated that university students' professional identity exerted a substantial positive influence on learning engagement. Furthermore, the study revealed that achievement motivation served as a mediating factor between professional identity and learning engagement. Additionally, academic emotions were identified as a significant moderating factor between professional identity, learning engagement, and achievement motivation. The findings of this study indicate that educators should focus on enhancing students' identity development within their chosen profession. Furthermore, it is crucial for educators to improve students' achievement motivation, cultivate their emotional regulation skills, and provide emotional support to facilitate their learning engagement. The study offers more refined guidance for educational practice, which can be found in the following pages. Keywords: Professional Identity, Learning Engagement, Achievement Motivation, Academic Emotion, Mediation Role, Moderation Role

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose12
• 3. Research Questions 14
• Ⅱ. Theoretical Background 15
• 1. Learning Engagement 15
• 1) Definition15
• 2) Dimensions 19
• 3) Influencing Factors21
• 2. Professional Identity 24
• 1) Definition  24
• 2) Dimensions 26
• 3) Influencing Factors30
• 3. Achievement Motivation 33
• 1) Definition33
• 2) Dimensions36
• 3) Influencing Factors39
• 4. Academic Emotions 42
• 1) Definition42
• 2) Dimensions45
• 3) Influencing Factors46
• 5. Relationship between Variables 50
• 1) Professional Identity and Learning Engagement 51
• 2) Professional Identity and Achievement Motivation 57
• 3) Achievement Motivation and Learning Engagement 62
• 4) Mediating Role of Achievement Motivation65
• 5) Moderating Role of Academic Emotion Regulation 67
• Ⅲ. Methods70
• 1. Research Model and Hypotheses 70
• 2. Research Participants 73
• 3. Research Tools 74
• 1) Learning Engagement Scale 75
• 2) Professional Identity Scale 76
• 3) Achievement Motivation Scale77
• 4) Academic Emotion Scale 78
• 4. Validity Analysis79
• 1) Exploratory Factor Analysis 80
• 2) Validation of Factor Analysis 86
• 5. Data Analysis 101
• Ⅳ. Results 103
• 1. Descriptive Statistics103
• 2. Difference Analysis104
• 1) Gender 104
• 2) Home Location106
• 3) Grade107
• 4) Major108
• 3. Correlation Analysis 109
• 4. Regression Analysis 112
• 1) Professional Identity and Its Dimensions on Learning
• Engagement 112
• 2) Professional Identity and Its Dimensions on Achievement
• Motivation 113
• 3) Achievement Motivation and Its Dimensions on Learning
• Engagement 117
• 5. Mediation Effects Tests 118
• 6. Moderation Effects Test122
• 1) A Test of the Moderation Effect of Positive High Arousal 122
• 2) Moderated Mediation Effect Test-positive High Arousal Emtion
• as Moderating Variable 125
• 3) A Test of the Moderation Effect of Negative High Arousal 126
• 7. Result of Hypothesis Testing 128
• Ⅴ. Discussion and Suggestion 131
• 1. Summary 131
• 2. Discussion and Conclusion 133
• 3. Limitations and Suggestions 141
• References143
• Appendix. Questionnaire 172
• 국문초록179