The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement

作者：Liqin Zou, Zhiquan Xie, Meichun Tan, Qiyun Ou, Mingsheng Liao · 发表于：BMC Medical Education · 年份：2024 · DOI：10.1186/s12909-024-05995-x · 被引用次数：37 · 研究领域：Nursing education and management、Higher Education and Employability、Healthcare Education and Workforce Issues

BACKGROUND: Exploring the impact of professional identity on the academic performance of nursing students is crucial for understanding how to improve educational outcomes in this field. Professional identity not only shapes students' self-concept but also influences their motivation, commitment, and success in their studies. However, the mechanisms underlying this relationship are not fully elucidated. This study aims to examine the potential mediating roles of general self-efficacy and learning engagement in this relationship. METHODS: A total of 1097 Chinese nursing students participated in this study. They were assessed using the Professional Identity Questionnaire for Undergraduate Students, the General Self-Efficacy Scale, the Utrecht Work Engagement Scale for Students, and the College Students Academic Achievement Scale. The data were analyzed using Pearson correlation, structural equation modeling, and deviation-corrected percentile bootstrap techniques. RESULTS: (1) Professional identity (PI) was positively correlated with academic achievement (AA)(r = 0.446, P < 0.01), and the direct path of professional identity on academic achievement was significant (β = 0.301, t = 19.816, P < 0.001). (2) Professional identity positively predicted general self-efficacy(GSE) (β = 0.183, t = 16.427, P < 0.001) and learning engagement(LE) (β = 0.640, t = 22.494, P < 0.001). GSE positively predicted LE(β = 0.645, t = 9.320, P < 0.001) and AA(β = 0.458, t = 12.376, P < 0.001). LE posit...