The Relationship Between Professional Identity and Learning Engagement Among Preschool Education Undergraduates at Jilin Province in China

Abstract

This research investigates the correlation between professional identity and learning engagement among undergraduate students in preschool education in Jilin Province, China. A quantitative research design was employed, encompassing 125 students from four universities. The survey comprised 30 items categorised into three constructs: impact of professional identity (IPI), components of professional identity (CPI), and variation in learning engagement (VLE). Each construct was assessed using a 5-point Likert scale. The universities were chosen to yield a varied sample throughout the province, guaranteeing the findings are widely applicable. Random sampling was utilised, and classes were stratified by academic year to guarantee representation across all levels of study. The data collection was performed ethically, with informed consent acquired from all participants. Data analysis was conducted using SPSS 26.0, encompassing descriptive statistics and correlation analysis to examine the relationships among the constructs. The findings indicated substantial correlations between professional identity and learning engagement, underscoring the impact of professional identity on students' educational experiences and levels of engagement. The findings indicate that cultivating a robust professional identity among preschool education undergraduates may be a crucial strategy for improving learning engagement. This study elucidates the influence of professional identity on learning engagement, providing critical insights for educators and policymakers in the formulation of effective teacher education programs that enhance student participation and achievement in preschool education.