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BMC Med Educ
BMC Med Educ
BMC Medical Education
1472-6920
BioMed Central London

39285393
5995
10.1186/s12909-024-05995-x
Research
The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement
Zou Liqin zouliqin@zqmc.edu.cn

1
Xie Zhiquan 1
Tan Meichun 2
Ou Qiyun 3
Liao Mingsheng Mingsheng111035@163.com

4
1 https://ror.org/0493m8x04 grid.459579.3 School of Public Health, Zhaoqing Medical College, Zhaoqing City, Guangdong Province China
2 https://ror.org/03q0t9252 grid.440790.e 0000 0004 1764 4419 School of Nursing, Jiangxi University of Science and Technology, Nanchang City, Jiangxi Province China
3 https://ror.org/0493m8x04 grid.459579.3 Dean’s Office, Guangdong Jiangmen Chinese Medical College, Jiangmen City, Guangdong Province China
4 https://ror.org/0493m8x04 grid.459579.3 Youth League committee, Zhaoqing Medical College, Zhaoqing City, Guangdong Province China
16 9 2024
16 9 2024
2024
24 10148 2 2024
5 9 2024
© The Author(s) 2024
2024
https://creativecommons.org/licenses/by-nc-nd/4.0/ Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
Background

Exploring the impact of professional identity on the academic performance of nursing students is crucial for understanding how to improve educational outcomes in this field. Professional identity not only shapes students’ self-concept but also influences their motivation, commitment, and success in their studies. However, the mechanisms underlying this relationship are not fully elucidated. This study aims to examine the potential mediating roles of general self-efficacy and learning engagement in this relationship.

Methods

A total of 1097 Chinese nursing students participated in this study. They were assessed using the Professional Identity Questionnaire for Undergraduate Students, the General Self-Efficacy Scale, the Utrecht Work Engagement Scale for Students, and the College Students Academic Achievement Scale. The data were analyzed using Pearson correlation, structural equation modeling, and deviation-corrected percentile bootstrap techniques.

Results

(1) Professional identity (PI) was positively correlated with academic achievement (AA)(r = 0.446, P < 0.01), and the direct path of professional identity on academic achievement was significant (β = 0.301, t = 19.816, P < 0.001). (2) Professional identity positively predicted general self-efficacy(GSE) (β = 0.183, t = 16.427, P < 0.001) and learning engagement(LE) (β = 0.640, t = 22.494, P < 0.001). GSE positively predicted LE(β = 0.645, t = 9.320, P < 0.001) and AA(β = 0.458, t = 12.376, P < 0.001). LE positively predicted AA (β = 0.169, t = 10.877, P < 0.001). (3) GSE and LE play a significant mediating role between PI and AA. The mediating effect includes three paths: PI→GSE→AA(the mediating effect value: 0.084) and PI→LE→AA (the mediating effect value: 0.108). PI→GSE→LE→AA (the mediating effect value: 0.020).

Conclusion

Professional identity exerts both direct and indirect influences on the academic achievement of nursing students, mediated through general self-efficacy and learning engagement. These findings underscore the importance of nurturing professional identity as a strategic approach to enhancing academic success in nursing education, providing a foundation for targeted interventions that foster personal and academic growth.

Keywords

Professional Identity
General Self-Efficacy
Learning Engagement
Academic achievement
Mediation analysis
Nursing psychology
Guangdong Provincial Education and Teaching Planning ProjectNo. 2022GXJK651 No. 2022GXJK651 No. 2022GXJK651 No. 2022GXJK651 http://dx.doi.org/10.13039/501100010841 Guangdong Provincial Development and Reform Commission No. JXJYGC2021BY0157 No. JXJYGC2021BY0157 Guangdong Provincial Medical and Health Education Guidance Committee ProjectNo.: 2021LX062 No.: 2021LX062 Zhaoqing Science and Technology Bureau Project of Guangdong ProvinceNo.2023040316043 No.2023040316043 issue-copyright-statement© BioMed Central Ltd., part of Springer Nature 2024
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pmcBackground

Nursing is a critical profession that plays an essential role in the healthcare system. However, the shortage of nurses has become a global issue that poses a significant challenge to the healthcare industry. Therefore, it is crucial to understand the factors that influence the academic achievement of college nursing students, which can ultimately affect their professional identity and career choice. Academic achievement refers to the level of success attained by students in their academic pursuits, which is an essential aspect of education reflecting students’ abilities, skills, and knowledge [29, 59]. Research has shown that academic achievement is influenced by a variety of factors, including personality traits [43], cognitive abilities [43], motivation [15], study habits  [51], and social support [20, 33]. Additionally, students who are motivated by a desire for mastery and personal growth tend to perform better than those who are motivated solely by external rewards, such as grades or praise from others [13]. The academic achievement of nursing college students is crucial because it determines their eligibility for licensure and professional practice. Moreover, it is a key factor that can influence their career prospects and advancement opportunities. Therefore, understanding the factors that contribute to academic achievement is essential for promoting the success of nursing college students. This paper aims to explore the effect of professional identity on the academic achievement of nursing college students, with a focus on the chain mediating effect of self-efficacy and learning engagement.

Professional identity and academic achievement in college students

Positive psychology is a research hotspot in the field of modern education. Researchers generally believe that professional identity can lead to positive and upward psychological effects and is a key factor in the academic achievement of college students. Rooted in social cognitive theory [3], professional identity refers to how individuals perceive themselves within a specific profession or occupational role. It encompasses the values, beliefs, attitudes, and behaviors associated with being a member of a particular profession and often involves a sense of belonging and commitment to the profession’s standards and ethics. Research indicates that a strong professional identity is associated with higher academic achievement in college students [15]. A clear professional identity provides students with a sense of purpose and direction, motivating them to set and pursue meaningful academic goals. A strong professional identity can have positive effects, including promoting positive classroom engagement  [32], facilitating relationships with teachers, deepening emotional identification with the profession [25], and ultimately enhancing academic achievement [54]. Additionally, college students with a strong professional identity often have a strong academic self-concept, which enhances their motivation and has a positive impact on academic achievement [43]. Conversely, students with weak professional identities often exhibit anxiety during the learning process [44, 56], which can affect teachers’ emotions and lead to professional burnout, ultimately resulting in poor student performance [17, 35]. Although studies have explored the impact of professional identity on college students’ academic achievement, there is still insufficient research on the underlying mechanisms and mediating effects of professional identity and academic achievement, specifically targeting college nursing students. By studying the impact of professional identity on the academic achievement of nursing students and the mediating role of self-efficacy and learning engagement in the relationship between professional identity and academic achievement, not only can the theoretical research scope be further enriched but it can also provide empirical evidence for improving the academic achievement of college nursing students at the practical level. Therefore, this study proposes Hypothesis 1: Professional identity can positively predict the academic achievement of nursing students.

The mediating role of self-efficacy

Self-efficacy, as defined by Bandura [3], refers to an individual’s belief in their capacity to successfully execute a specific task or achieve a particular goal. Research consistently demonstrates a strong relationship between professional identity and self-efficacy [22, 53, 57]. Individuals with a robust professional identity tend to exhibit higher levels of self-efficacy in their chosen fields. This is largely because a strong professional identity provides a sense of purpose, belonging, and competence, which in turn boosts confidence in one’s ability to perform well [16]. Additionally, these individuals are more likely to seek opportunities for skill development and mastery within their profession, further enhancing their self-efficacy. Conversely, those who lack a strong professional identity may struggle with confidence and belief in their abilities, leading to lower self-efficacy and an increased risk of learning burnout [7]. Numerous studies have confirmed the significant impact of self-efficacy on academic performance [5, 10, 45]. Students with high self-efficacy are more inclined to set challenging goals, persist through difficulties [1], and employ effective study strategies, all of which contribute to improved academic performance. This enhanced confidence and determination in academic tasks lead to better learning outcomes [39]. In summary, self-efficacy plays a crucial role in shaping students’ academic performance. By fostering a strong belief in their abilities, students are more likely to achieve better academic outcomes through increased motivation, effective learning strategies, and resilience in the face of challenges. Consequently, this study proposes Hypothesis 2: Self-efficacy mediates the relationship between professional identity and academic achievement.

The mediating effect of learning engagement

In recent years, the concept of learning engagement has garnered increasing attention in educational research. Learning engagement, a notion that originates from the field of educational psychology and refers to students’ levels of interest, involvement, and investment in their learning activities [38], encompasses both cognitive and affective dimensions, including active participation, persistence, and positive emotions toward learning tasks. This notion is considered a key factor in the promotion of effective learning and professional development among nursing students [2, 8]. One significant factor that has been found to influence learning engagement is professional identity [26]. A stronger professional identity can positively impact students’ learning engagement, leading to increased motivation, higher levels of participation, and a greater willingness to invest time and effort in their studies [49]. Understanding the relationship between professional identity and learning engagement is crucial for educators and policymakers seeking to promote a supportive and enriching learning environment for students. Learning engagement has been recognized as a crucial factor influencing academic performance [8], encompassing students’ active participation, enthusiasm, and emotional commitment to their learning activities. Research has consistently demonstrated a strong positive correlation between learning engagement and academic achievement [30]. Students who are highly engaged in their learning tend to exhibit a better understanding of course material, improved critical thinking skills, and higher levels of academic attainment. Furthermore, their sustained involvement in learning tasks, coupled with a positive attitude, often leads to more effective study habits and greater success in examinations and assessments. It can be inferred that professional identity can affect college students’ academic achievement through learning engagement. Therefore, Hypothesis 3 is proposed in this study: Learning engagement is the mediating variable between professional identity and college nursing students’ academic achievement.

Chain mediating effect of self-efficacy and learning engagement

According to Albert Bandura’s social cognitive theory [4], self-efficacy is a key determinant of human behavior. Bandura posited that individuals with high self-efficacy are more likely to approach difficult tasks with confidence and persistence, while those with low self-efficacy may avoid challenging situations and give up easily. In the realm of education, students with high self-efficacy are more likely to set ambitious goals, exert effort, and persevere in the face of obstacles, leading to greater academic success. Research has consistently shown a positive relationship between self-efficacy and learning engagement [23]. Students who believe in their ability to succeed are more likely to actively participate in class, seek out challenging learning opportunities, and persist in the face of setbacks. Conversely, students with low self-efficacy may exhibit disengagement, procrastination, and a lack of motivation to learn. Moreover, students with a strong professional identity, driven by intrinsic motivation and belief, often perform well in the classroom; then, they receive encouragement from teachers, which further boosts their self-efficacy, which in turn leads them to set personal learning goals, plan their time effectively, and increase their overall learning engagement [13, 27, 41]. Ultimately, this pattern can predict higher academic achievement. Therefore, Hypothesis 4 is proposed in this study: Self-efficacy and learning engagement play a chain mediating role between professional identity and academic achievement.

Hypotheses of this study

In summary, this study aims to explore the internal mechanism between professional identity and academic achievement by building a chain mediating model (Fig. 1). According to the hypothetical structure model, we will verify the following aspects: (1) professional identity can positively predict college students’ academic achievement; (2) self-efficacy plays an independent intermediary role between professional identity and the academic achievement of college nursing students; (3) learning engagement plays an independent intermediary role between professional identity and the academic achievement of college students; (4) self-efficacy and learning engagement play a chain intermediary role between professional identity and academic achievement. In conclusion, based on verifying the above hypotheses, this study aims to explore further the relationship between professional identity, self-efficacy, learning engagement, and academic achievement to reveal the chain mediating role of self-efficacy and learning engagement between the professional identity and academic achievement of college students and to provide a theoretical basis for improving college nursing students’ academic achievement.

Fig. 1 Hypothetical structure model

Methods

Design and data collection

A cross-sectional study was implemented using the Wenjuanxing platform (https://www.wjx.cn/) from January to March 2023. After designing the survey online, it was shared via WeChat, a popular social platform in China, with nursing program leaders from four vocational colleges, who also participated as co-researchers, tasked with confirming the eligibility of participants. They convened the nursing students on campus and presented the QR code for the survey through a standardized PowerPoint presentation during a scheduled meeting. The students were then instructed to scan the QR code and complete the survey on the spot. The survey included an introduction to the study’s aims followed by the questionnaire itself. To ensure data integrity, the Wenjuanxing platform was configured to allow only one response per IP address, and the survey could only be submitted if all questions were answered. Upon completion of the data collection, the research team meticulously reviewed the responses, discarding any that exhibited patterns of uniformity or contained logical contradictions.

Participants

Using stratified cluster sampling, a total of 1135 questionnaires were initially collected from four universities across three regions in Central and South China. After implementing stringent quality control measures to ensure data integrity, 38 questionnaires were excluded due to overly consistent answers or evident logical fallacies. Overly consistent answers were identified when all responses, except for basic demographic inquiries, were identical (e.g., uniformly “Strongly Agree” or “Strongly Disagree”), indicating a lack of thoughtful engagement. Logical errors included contradictory or blatantly illogical responses, which were detected through predefined logical checks and manual scrutiny. Following these exclusions, 1097 valid questionnaires (91.4% of the total) were confirmed. The participants included 85 men (7.7%) and 1012 women (92.3%), with 543 first-year (49.5%) and 554 s-year (50.5%) students, averaging 19.36 years old (SD = 1.09). This study adhered to the Declaration of Helsinki and received ethical approval from the Ethics Committee of the School of Zhaoqing Medical College (2016-ZQMC-20200618). Nursing students participated in this study on a voluntary basis, and the online survey ensured the anonymity and confidentiality of all participants. Informed consent was duly obtained from all subjects.

Measures

Professional Identity Questionnaire for Undergraduate Students

The Professional Identity Questionnaire for Undergraduate Students (PIQUS), a 23-item measure developed by Qin [36], was employed to assess the professional identity of FSNSs (Cronbach’s α = 0.945 in this study). This scale encompasses four dimensions: cognitive (5 items), emotional (8 items), behavioral (6 items), and appropriateness (4 items), with each item rated on a 5-point scale ranging from ‘1’ (noncompliance) to ‘5’ (total compliance). The maximum attainable score is 115, indicating a stronger professional identity for higher scores. Confirmatory Factor Analysis (CFA) supported the one-dimensional structure of the PIQUS, showing a good model fit with the following indices: χ²/df = 1.856, RMSEA = 0.075, IFI = 0.917, TLI = 0.905, CFI = 0.916, and SRMR = 0.055. These results demonstrate the scale’s structural validity. Additionally, the PIQUS exhibited strong reliability and validity when used with Chinese college students.

General self-efficacy scale

In this study, self-efficacy was assessed using the General Self-Efficacy Scale (GSES), originally developed by Zhang and Schwarzer [55]. The Chinese version of the GSES, validated by Wang [42], was utilized due to its demonstrated reliability. This scale comprises a unidimensional structure with 10 items, each rated on a 4-point scale (ranging from 10 to 40), where higher scores represent greater self-efficacy. The Cronbach’s alpha coefficient for the GSES in the current study was 0.931. The Kaiser-Meyer-Olkin (KMO) value was 0.951, and Bartlett’s test of sphericity was significant (P < 0.001).

Utrecht Work Engagement Scale for Students

The learning engagement of nursing students was measured using the Chinese version of the UWES-S (the Utrecht Work Engagement Scale for Students)  [14]. The UWES-S was translated from Dutch [37]. This 17-item scale measures three dimensions of engagement with learning: dedication (6 items), vigor (6 items), and absorption (5 items). Respondents indicate how often they experienced these feelings or behaviors on a scale ranging from 1 (never) to 7 (always or every day). The overall UWES-S scale score equals the sum of the 3 domain scores, with higher scores reflecting greater learning engagement (range of total UWES-S scores = 17–119). The overall Cronbach’s α for the UWES-S was 0.97, with dimension-specific Cronbach’s α values ranging from 0.91 to 0.94. CFA demonstrated a good model fit, as indicated by the following indices: χ²/df = 2.20, RMSEA = 0.08, NFI = 0.91, TLI = 0.94, CFI = 0.94, and SRMR = 0.04. These findings affirm the scale’s high reliability and validity for assessing Chinese college students.

Academic Achievement Scale

The Academic Achievement Scale comprises 19 items [50] and consists of four dimensions, which reflect learning cognition (4 items), communication skills (5 items), self-management (5 items), and interpersonal promotion (5 items). The questionnaire items are scored using a five-point scale with a higher overall score indicative of higher academic achievement. For the present study, Cronbach’s alpha was found here to be 0.874. The KMO measure was 0.924, and Bartlett’s test of sphericity indicated statistical significance with a p-value of less than 0.001.

Statistical analyses

Data collection and organization were managed using Excel, while all statistical analyses were performed with SPSS 26.0 (IBM Corp.), the PROCESS macro (version 4.1 by Preacher and Hayes), and Amos 24.0 (Amos Development Corporation). The analysis procedure was structured as follows: (1) Exploratory Factor Analysis (EFA) was conducted on all scales using SPSS 26.0. (2) Confirmatory Factor Analysis (CFA) was performed on all scales using AMOS 24.0. The model’s fit was evaluated using several indices, including the Comparative Fit Index (CFI), Normal Fit Index (NFI), Tucker-Lewis Index (TLI), Root Mean Square Error of Approximation (RMSEA), Goodness-of-Fit Index (GFI), Chi-square Minimum/Degree of Freedom (χ²/df), and Standardized Root Mean Square Residual (SRMR). Fit criteria were set as follows: RMSEA < 0.08, CFI, GFI, NFI, and TLI > 0.90, χ²/df < 5, and SRMR < 0.08. (3) The reliability of all scales was assessed using Cronbach’s alpha, calculated in SPSS 26.0. (4) A common method bias was tested using Harman’s single-factor test and a single-factor CFA was conducted in Amos 24.0. (5)Key descriptive statistics, including means (M), standard deviations (SD), minimum and maximum values, and Cronbach’s alpha coefficients, were calculated to summarize the data. (6) Pearson correlation analysis was used to explore the relationships between professional identity (PI), general self-efficacy (GSE), learning engagement (LE), and academic achievement (AA). (7) The chain mediation effect was analyzed using Hayes’ PROCESS macro (Model 6) in version 4.1, with 5000 bootstrap samples to establish a 95% confidence interval (CI). In this analysis, PI was treated as the independent variable, GSE and LE as sequential mediators, and AA as the dependent variable. Gender and personality traits were included as covariates. The mediation effect was deemed significant if the bootstrap CI (BootLLCI, BootULCI) did not contain zero. All methods were executed in strict adherence to the pertinent guidelines.

Results

Common method deviation test

To ensure statistical accuracy, this study initially employed Harman’s single-factor method and exploratory factor analysis to examine common method bias. This study employed Harman’s single-factor method and exploratory factor analysis. Nine components with eigenvalues over 1 were extracted, with the first factor explaining 37.43% of the variance, indicating no serious method bias [34]. Using Amos 24.0, all variables were modeled under a single common factor, with each item treated as an observed variable in a confirmatory factor analysis (CFA). The results indicated that the model’s fit indices (χ²/df = 13.602, CFI = 0.530, TLI = 0.516, RMSEA = 0.107) were unsatisfactory, suggesting no significant common method bias.

Descriptive statistics and correlation analysis

As shown in Table 1, the correlation coefficients between PI, GSE, LE, and AA are all statistically significant. The correlation analysis indicates that there is a significant positive correlation between PI and GSE, LE, and AA. GSE is also significantly positively correlated with LE and AA. Furthermore, there is a significant positive correlation between LE and AA. The interrelationships among the variables support the testing of subsequent hypotheses. These interrelationships among the variables provide initial support for the hypotheses established in this study and justify further testing using the SEM approach.

Table 1 Descriptive statistics and correlation analysis of the main variables (N = 1097)

	Score range	Mean	SD	1	2	3	4	
1. Professional identity	23–115	84.67	13.79	1				
Cognitive	5–25	19.30	2.90					
Emotional	8–40	29.17	6.20					
Behavioral	6–30	22.55	3.91					
Appropriateness	4–20	13.64	3.22					
2. Self-efficacy	11–40	25.42	5.71	0.446**	1			
3. Learning engagement	17–119	71.48	15.95	0.655**	0.478**	1		
Vigor	6–42	24.32	5.63					
Dedication	5–35	21.71	5.13					
Absorption	6–42	25.44	5.96					
4. Academic achievement	40–89	65.26	8.06	0.516**	0.549**	0.588**	1	
Learning Cognition	8–20	13.66	2.48					
Communication skills	9–25	16.91	2.57					
Self-management	9–25	15.78	2.79					
Interpersonal promotion	12–25	18.91	2.82					
**p < 0.01

Examination of the mediating effects of general self-efficacy and learning engagement

Following the recommendations for testing the mediating effects by Wen and Ye [47], a regression analysis was conducted for the chained mediation model. The Process v4.1 macro model 6 developed by Hayes [19] was employed to test the mediating effects. GSE and LE were used as the mediating variables, PI as the independent variable, and AA as the dependent variable. The mediating effects were examined using a stepwise regression approach. The analysis results are presented in Table 2.

Table 2 The regression analysis of variable relationships (N = 1097)

Regression equation	Overall fit index	Significance of coefficient of regression	95%CI	
Outcome variable	Predictive variable	R	R2	F	β	t	Bootstrap
Lower limit	Bootstrap
Higher limit	
Academic achievement	Gender	0.518	0.268	133.276***	0.199	0.255	-1.332	1.730	
Personality traits				-0.377	-1.313	-0.941	0.186	
Professional identity				0.301	19.816***	0.271	0.330	
Self-efficacy	Gender	0.460	0.211	97.566***	-1.491	-2.601**	-2.616	-0.366	
Personality traits				-0.683	-3.238**	-1.097	-2.269	
Professional identity				0.183	16.427***	0.161	0.205	
Learning engagement	Gender	0.688	0.473	244.702***	-0.839	-0.638	-3.420	1.742	
Personality traits				0.095	0.195	-0.857	1.046	
Professional identity				0.640	22.494***	0.584	0.696	
Self-efficacy				0.645	9.320***	0.509	0.781	
Academic achievement	Gender	0.674	0.454	181.429***	1.186	1.753	-0.142	2.514	
Personality traits				-0.006	-0.024	-0.495	0.484	
Professional identity				0.088	4.993***	0.054	0.123	
Self-efficacy				0.458	12.376***	0.385	0.530	
Learning engagement				0.169	10.877***	0.139	0.200	
**p < 0.01, ***p < 0.001

As shown in Table 2, PI significantly and positively predicts college students’ AA (β = 0.301, p < 0.01). Thus, Hypothesis 1 is supported. After incorporating GSE into the regression equation, PI significantly predicts GSE (β = 0.183, p < 0.01), and GSE significantly predicts AA (β = 0.169, p < 0.01). Hypothesis 2 is supported. Upon including LE in the regression equation, PI significantly and positively predicts LE (β = 0.305, p < 0.01), while LE significantly and positively predicts AA(β = 0.189, p < 0.01). Hypothesis 3 is supported. After including GSE and LE in the regression equation, PI has a significant positive predictive effect on AA (β = 0.130, p < 0.01), indicating the presence of chained mediation between GSE and LE. Hypothesis 4 is supported. Thus, it can be concluded that GSE and LE act as chain mediators.

The deviation-corrected percentile bootstrap method (repeated sampling 5,000 times) was used to test the mediating effects of GSE and LE between PI and AA. The results of the mediation effect bootstrap 95% confidence interval are shown in Table 3. For PI→GSE→AAA, the confidence interval is [0.066, 0.103], excluding 0, and the mediating effect value is 0.084, indicating that GSE is the mediating variable between PI and the AA of nursing college students. For PI→LE→AA, the confidence interval is [0.082, 0.137], excluding 0, and the mediating effect value is 0.108, indicating that LE is the mediating variable between PI and AA. For PI→GSE→LE→AA, the confidence interval is [0.013, 0.028], excluding 0, and the mediating effect value is 0.020, indicating that the chain mediating effect between PI and AA of nursing college students is significant. The mediating effect of GSE and LE on PI and AA is shown in Fig. 2. These findings support the study’s hypotheses and highlight the complex interplay between professional identity, self-efficacy, and learning engagement in influencing academic achievement.

Table 3 Mediation effect test based on the bootstrap method

		Effect	(Boot)SE	(Boot)LLCI	(Boot)ULCI	Ratio of indirect to total effect	
Total effect		0.301	0.015	0.271	0.330		
Direct effect		0.088	0.018	0.054	0.123	29.24%	
Total indirect effect	0.212	0.016	0.182	0.243	70.43%	
Indirect effect	Indirect effect1	0.084	0.010	0.066	0.103	39.62%	
Indirect effect2	0.108	0.014	0.082	0.137	50.94%	
Indirect effect3	0.020	0.004	0.013	0.028	9.43%	
Boot SE and Boot LLCI and Boot ULCI refer to the standard error of effect and lower and upper limits of the 95% confidence interval estimated by the bootstrap deviation correction method, respectively. Indirect effect 1: PI→GSE→AA; indirect effect 2: PI→LE→AA; indirect effect 3: PI→GSE→LE→AA

Fig. 2 Chain mediation of general self-efficacy and learning engagement between professional identity and academic achievement. Note: ***:P < 0.001

Discussion

This study investigates the relationship between professional identity and academic achievement among college nursing students, along with the mediating roles of self-efficacy and learning engagement. The findings reveal that professional identity not only directly enhances academic achievement but also indirectly influences it through the independent mediating effects of self-efficacy and learning engagement. Moreover, professional identity impacts academic achievement via a chain mediation involving both self-efficacy and learning engagement. This paper also delves into the underlying mechanisms of how professional identity affects academic achievement in college students and offers insights into strategies for preventing and addressing academic challenges among nursing students.

The relationship between professional identity and academic achievement

This study reveals a significant positive correlation between professional identity and academic achievement among college nursing students, consistent with findings from previous research [11, 21], thereby supporting Hypothesis 1. Academic achievement, often measured by grades, test scores, and other academic indicators, reflects the level of success an individual attains in their educational endeavors.

The results align with the theory of intrinsic motivation [41], which suggests that individuals who strongly identify with a particular profession are more motivated to engage in related learning activities because they find them interesting and enjoyable. This intrinsic motivation drives individuals to set challenging goals and develop resilience in the face of academic setbacks, ultimately leading to academic success [20]. Additionally, achievement motivation theory highlights the critical role of personal motivation and determination in achieving academic success [15]. Moreover, students with a strong professional identity often have more positive relationships with their teachers, which is another key factor in academic success [54]. An experimental study by Kotaman [24] on the impact of teacher emotions on academic achievement supports these findings. After six months of positive emotional interventions aimed at enhancing teachers’ emotion regulation skills, the experimental group of students demonstrated better academic performance than the control group. The study also identified a negative correlation between teacher emotional exhaustion and academic achievement. Furthermore, a systematic review by Madigan and Kim [28], encompassing 14 studies involving 5,311 teachers and 50,616 students, found that teacher burnout is associated with lower academic achievement and reduced student motivation.

These findings underscore the importance of fostering professional identity as a key factor in enhancing academic achievement among college nursing students. However, it is essential to consider potential confounding factors, such as variations in educational settings and individual differences among students, that may have influenced the observed relationship between PI and academic achievement.

The mediating effect of general self-efficacy

This study reveals that general self-efficacy (GSE) serves as a mediator between professional identity (PI) and academic achievement in nursing students, supporting hypothesis 2 and aligning with previous research [12, 52]. First, the study confirms that professional identity positively predicts general self-efficacy, consistent with the knowledge–attitude–belief–practice (KABP) model. According to this model, professional identity reflects a nursing student’s attitude toward their profession, while general self-efficacy represents their belief in their chosen field. When nursing students maintain a positive attitude toward their professional identity and firmly believe in their professional values, they are more likely to engage in relevant practical activities, ultimately leading to academic success. Students with strong professional identities tend to be self-directed learners with high self-efficacy, greater emotional engagement, and better self-regulation, all of which contribute to improved academic performance [31, 47]. Second, the study shows that general self-efficacy positively predicts academic achievement. The enhancement of general self-efficacy directly contributes to improved academic outcomes, a finding corroborated by previous studies [6]. Research suggests that identity formation fosters the development of a positive self-concept, which in turn strengthens general self-efficacy [48]. Self-efficacy is crucial in students’ self-regulated learning processes and academic performance. High self-discipline, as a manifestation of self-efficacy in learning behaviors, leads to better learning outcomes and, consequently, improved academic performance [1]. This implies that educational institutions should focus on cultivating students’ self-discipline by encouraging practices such as setting learning goals, creating study plans, and providing periodic summaries, thereby enhancing students’ self-efficacy and academic success. Individuals with stronger professional identities typically exhibit higher self-efficacy, greater motivation, reduced learning fatigue, sustained engagement, and better academic achievement [54, 58].

Therefore, professional identity enhances academic achievement among college nursing students by strengthening their general self-efficacy. Confounding factors such as prior academic experiences or personal challenges might also influence GSE and academic outcomes. Future studies should aim to control for these factors by including additional variables or employing longitudinal designs to better capture changes over time.

The mediating effect of learning engagement

This study establishes that learning engagement (LE) serves as a mediator between professional identity (PI) and academic achievement (AA) in college nursing students, confirming hypothesis 3 and aligning with previous research [8, 49]. PI is shown to positively predict LE, influenced by factors such as professional cognition, appraisal, and emotion, varying across schools and age groups [18]. High PI is associated with increased perceived social support, especially from parents, significantly impacting LE [9]. This underlines the role of nursing educators in creating an environment that enhances PI and provides professional practice opportunities, thereby improving students’ LE. The study highlights LE as a crucial predictor of academic success and educational quality and emphasizes the importance of intrinsic motivation and purpose in driving academic success, suggesting interventions to enhance vocational identity can positively affect LE and academic achievement.

Potential confounding factors such as differences in student motivation or the availability of academic resources should be considered. Addressing these factors can offer a more nuanced understanding of how LE mediates the relationship between PI and academic achievement, offering insights for educational institutions and policymakers in medical education. Future research could explore how variations in institutional support and resources influence LE and academic outcomes.

The chain mediating role of general self-efficacy and learning investment between professional identity and academic achievement

This study demonstrates that general self-efficacy (GSE) is a positive predictor of learning engagement (LE), mediating the relationship between professional identity (PI) and academic achievement (AA) in university-educated nursing students, confirming hypothesis 4. GSE, defined as an individual’s confidence in their ability to successfully complete specific tasks, plays a pivotal role in shaping learning motivation, strategies, and outcomes. Individuals with higher general self-efficacy are more likely to invest positive effort into learning tasks, believing in their capacity to achieve their goals. As a result, they dedicate more time and energy to their studies, leading to better learning outcomes [27, 40]. Higher GSE leads to greater investment in learning tasks, enhancing LE and, consequently, AA. This indicates that PI influences AA not only directly but also through mechanisms enhancing GSE and LE. Furthermore, students’ identification with their majors fosters self-control, reducing negative behaviors like mobile phone addiction, aiding in maintaining learning interest, and preventing study delays [46].

These findings underscore the need for interventions to develop strong PI and GSE among students, improving LE and AA. Future research should focus on specific strategies and interventions to strengthen PI and GSE, providing valuable insights for educators and policymakers. Addressing alternative explanations, such as variations in personal motivation or external support, can provide a richer context for understanding these results and guide the development of more effective educational strategies.

Practical effect

The practical effect of this paper lies in its potential to inform the development of specific interventions and programs aimed at improving the AA of nursing college students. By identifying the chain mediating effect of GSE and LE in the relationship between PI and AA, the paper offers valuable insights for educators, administrators, and policymakers in the field of nursing education. Based on these insights, concrete strategies can be developed to enhance students’ PI, GSE, and LE. For example, nursing programs could implement mentorship and peer-support initiatives to strengthen professional identity, incorporate workshops that build self-efficacy through skill development, and design engaging, interactive learning environments that encourage active participation. Ultimately, these strategies would lead to improved academic outcomes. Furthermore, the findings of the paper can also guide the implementation of support systems and resources that cater to the specific needs of nursing students, thereby contributing to the overall success and well-being of future nursing professionals.

Limitations and future directions

This study has several potential limitations that could influence the interpretation and generalizability of the findings. One key limitation is the selection of samples, which may be drawn from specific regions or specific types of university-educated nursing students, potentially limiting the broader applicability of the results. Additionally, the study’s cross-sectional design restricts the ability to infer causality. Future studies could consider expanding the sample to cover more regions and different types of vocational nursing students to increase the representativeness of the findings. Furthermore, addressing the potential impact of cultural and educational differences on the results would also enhance the generalizability.

Future research should employ longitudinal designs to better understand the dynamic relationships between PI, GSE, LE, and AA over time. This approach would provide deeper insights into how these variables interact and evolve. Additionally, it would be beneficial to explore the influence of other critical variables, such as mentorship, clinical experiences, and institutional support, on these relationships. Investigating different populations, including those in various cultural and educational contexts, could further validate and extend the findings of this study.

Conclusion

This study demonstrates the significant impact of professional identity on the academic achievement of nursing college students, primarily mediated through general self-efficacy and learning engagement. These findings highlight the critical importance of nurturing a strong professional identity in nursing students, as it not only enhances their self-efficacy and learning engagement but also leads to improved academic performance. Given the implications for nursing education and practice, the results underscore the need for targeted educational interventions and support programs that focus on strengthening professional identity, boosting self-efficacy, and fostering active learning engagement. Such initiatives are essential for enhancing the academic outcomes and overall well-being of nursing students. Moreover, the study provides a foundation for future research to explore these dynamics further, particularly in diverse educational and cultural contexts, with the goal of developing more effective strategies to support nursing students’ success.

Acknowledgements

We would like to extend our sincere gratitude to the partnering universities for their unwavering support and expertise throughout the implementation of our study, particularly in facilitating participant recruitment. We are also profoundly grateful to all the nursing students who participated in this research. Your invaluable contributions and the time and effort you dedicated to sharing your experiences and insights have been crucial to the success of this study.

Authors’ contributions

Li-qin Zou: Study design, manuscript preparation; Zhi-quan Xie: Data collection, data analysis; Mei-Chun Tan: Data collection, data analysis; Qi-yun Ou: Data collection, data analysis; Ming-sheng Liao: Study design, data management, manuscript review. All authors have read and approved the final manuscript.

Funding

This research was funded by the “Guangdong Provincial Education and Teaching Planning Project (grant number 2022GXJK651)”; “Guangdong Higher Education Association Project (Project No. 21GYB02)” and “Guangdong Provincial Medical and Health Education Guidance Committee Project (No.: 2021LX062)”.

Availability of data and materials

Data used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Data availability

The data generated and/or analyzed during this investigation are accessible upon reasonable request to the corresponding author. Contact Information: For any inquiries related to the dataset or to request access, please reach out to Liqin Zou via email at zouliqin@zqmc.edu.cn or Mingsheng Liao at mingsheng111035@163.com.

Declarations

Ethics approval and consent to participate

The study received approval from the Ethics Committee of Zhaoqing Medical College (2016-ZQMC-20200618). All procedures were conducted in accordance with the Declaration of Helsinki. Informed consent was obtained from all participants via an online survey questionnaire before the commencement of the study. Participants were thoroughly briefed on the survey’s purpose, and their completion of the questionnaire signified their voluntary participation in the research.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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