Title:
THE RELATIONSHIP BETWEEN PROFESSIONAL IDENTITY AND LEARNING ENGAGEMENT AMONG PRESCHOOL EDUCATION UNDERGRADUATES

Authors:
Dai Yu and Li Haofei, China

Abstract:
Professional identity and learning engagement are key factors influencing the professional development of undergraduate students in preschool education. To investigate the current status and relationship between professional identity and learning engagement, a survey was conducted with 328 students from grades 1 to 4 using the Professional Identity Scale and the Learning Engagement Scale. The results indicate that the professional identity and learning engagement of preschool education undergraduates are above average and that professional identity positively predicts learning engagement. It is recommended to enhance professional identity and learning engagement through measures such as expanding professional practice opportunities, improving the student cadre system, refining the training mechanism, and deepening professional cognition