The Effect of Career Identity on Learning Engagement Among Vocational Undergraduate Students: The Moderating Role of Psychological Capital

Manjia Gao

doi:10.70088/42gjzt24

Authors

Manjia Gao Department of Problem Solving, Guangdong University of Business and Technology, Zhaoqing, China Author

DOI:

https://doi.org/10.70088/42gjzt24

Keywords:

Career Identity, Learning Engagement, Psychological Capital, Vocational Undergraduate Students, Moderating Effect

Abstract

Purpose: To examine the effect of career identity on learning engagement among vocational undergraduate students and to test the moderating role of psychological capital. Methods: A questionnaire survey was conducted among 711 vocational undergraduate students using the Career Identity Scale, Psychological Capital Questionnaire, and National Survey of Student Engagement. SPSS 26.0 and PROCESS 3.5 Model 1 were used for data analysis. Results: (1) Career identity significantly and positively predicted learning engagement; (2) psychological capital significantly and positively predicted learning engagement; (3) the interaction between career identity and psychological capital significantly predicted learning engagement, indicating a significant moderating effect of psychological capital; and (4) simple slope analysis showed that the positive effect of career identity on learning engagement was stronger at lower levels of psychological capital. Conclusion: Career identity is an important psychological factor associated with learning engagement among vocational undergraduate students, while psychological capital changes the strength of the relationship between career identity and learning engagement. These findings contribute to a more nuanced understanding of the psychological mechanisms underlying learning engagement in vocational undergraduate education.

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