Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 13 no. 1 Part 5 (2025)

Professional Identity and Learning Investment Of Chinese College Students

Shi Dongxu

Discipline: Education

 

Abstract:

This research investigated the interrelationship between professional identity and learning investment among Chinese college students, with a focus on demographic influences such as sex, grade level, and major background. Adopting a descriptive-quantitative approach combining literature synthesis and empirical inquiry, it used 345 students from Chinese universities, spanning freshmen to seniors across humanities, science, and engineering disciplines. Data were collected through a questionnaire survey and were quantitatively analyzed and tested using SPSS software. Descriptive statistics indicated no significant differences in sex, grade, or major. However, different groups exhibited subtle differences in specific dimensions. Students' focus and responsibility during challenges proved critical. The mean score was 2.72, indicating moderate levels with notable strengths in task handling but deficits in time management and resilience factors that might hinder learning efficiency. Correlation analysis revealed a significant positive correlation between the constructs, suggesting that strengthening professional identity could enhance learning investment. Based on these findings, an action plan was proposed to enhance Chinese college students' professional identity and learning investment and provide a new path for the innovation of talent training modes in colleges and universities.



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