Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29–31, 2024, Wuhan, China

Research Article

The Influence of Course Evaluation on Learning Engagement and Professional Identity of Government-Funded Normal University Students

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  • @INPROCEEDINGS{10.4108/eai.29-3-2024.2347722,
        author={Quanyuan  Xia and Peidong  Lai},
        title={The Influence of Course Evaluation on Learning Engagement and Professional Identity of Government-Funded Normal University Students},
        proceedings={Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29--31, 2024, Wuhan, China},
        publisher={EAI},
        proceedings_a={EIMT},
        year={2024},
        month={6},
        keywords={publicly-funded normal students; courses satisfaction; learning engagement; professional identity},
        doi={10.4108/eai.29-3-2024.2347722}
    }
    
  • Quanyuan Xia
    Peidong Lai
    Year: 2024
    The Influence of Course Evaluation on Learning Engagement and Professional Identity of Government-Funded Normal University Students
    EIMT
    EAI
    DOI: 10.4108/eai.29-3-2024.2347722
Quanyuan Xia1,*, Peidong Lai1
  • 1: ZhaoQing University
*Contact email: Xiaquanyuan2020@126.com

Abstract

This paper investigates the mediating effect of course evaluation on learning engagement and career identity of government-funded normal school students in Z University of Guangdong Province. The research shows that the courses satisfaction has a significant impact on the learning engagement and professional identity of the government-funded primary school normal students, and the intermediary effect of course satisfaction, learning engagement and professional identity is related to their grades. The research suggests that we should adjust the proportion of theoretical courses and practical courses, public courses and specialized courses, and appropriately increase the practical operation link in theoretical courses; Strengthen the professional cognition education of freshmen and sophomores; Vocational identity education adopts different strategies for different grades.