The Relationship between Professional Identity and Learning Input of Primary School Undergraduate Normal Students: The mediating role of academic self-efficacy

Abstract

This study conducted a questionnaire survey of 483 primary education undergraduate normal students from Y University to explore the professional identity (cognitive identity, emotional identity, behavioral identity, appropriateness identity) and academic self-efficacy ( efficacy of learning ability, efficacy of learning behavior) and the learning input (vitality, dedication, professionalism). The research found that: the professional identity of undergraduate teachers in elementary education can significantly positively predict their academic self-efficacy; The professional identity and academic self-efficacy of primary education undergraduate normal students can significantly positively predict their learning input; The academic self-efficacy of elementary education undergraduate normal students plays a part of the mediating role between professional identification and learning input.