Abstract:
In order to explore the relationship between college students’ professional identity, learning engagement and self-efficacy, 372 college students majoring in Special Education were chosen as the research subjects for survey in Leshan Normal University.The results show that:the professional identity of special education major is not at a middle level;the professional identity can significantly predict the learning engagement with the predictive power reaching up to 43.51%;selfefficacy plays partially a mediating role between professional identity and learning engagement with the mediating effect of25.1%.Thus, either through the students’ professional identity, or through improving their self-efficacy, the mediating effect of self-efficacy could be brought into play thus to enhance students’ learning engagement.