The Relationship between Professional Identity and Learning Input of Master Students

Abstract

China's higher education has provided reserve talents for social development after two expansions of enrollment, but with the expansion of the scale of higher education, the quality of graduate students has gradually become an important topic of discussion in the education circle. Professional recognition and learning investment play an important role in the achievement of outstanding academic performance of graduate students. This paper collects data through questionnaire surveys, uses descriptive statistics, independent sample T-test, correlation analysis, regression analysis, etc. to process 500 valid data, and draws the following conclusion: the professional identification and learning investment of master's students are at the upper-middle level; There are significant differences between professional identification and learning input in terms of whether they are cross-professionals and whether there are scientific research results; there is a significant positive correlation between professional identification and learning investment of postgraduates, and professional identification has a positive predictive effect on learning investment. Colleges and universities can broaden the channels for students to understand professional knowledge, so that students have a more comprehensive understanding of the major; carry out high-quality academic exchange activities to enable students to participate in it; focus on the quality of teaching so that students can truly feel the charm of the profession. Colleges and universities strengthen students' sense of professional identity, which in turn has an impact on learning input and lays the foundation for students to achieve good learning results.