The impact of study engagement on the professional identity of college students majoring in English

This study explored the impact of learning engagement on college students’ professional identity, as well as the mediating role of self-efficacy in this relationship. We conducted a survey of 349 Chinese college students majoring in English. The results showed a significant positive correlation between learning engagement and professional identity, and self-efficacy mediated this relationship. These findings provide insight into the complex interplay among learning engagement, professional identity, and self-efficacy within the Chinese higher education landscape, particularly among college students majoring in English. Our findings have practical implications for educators seeking to enhance the professional identity of English-major college students and suggest avenues for future research in this area.