Professional identity, commitment, and achievement goals of art education students in China

International Journal of Research Studies in Management
CollabWritive Special Issue
2024 Volume 12 Issue 5

Available Online: 15 June 2024


Wang, Yan
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (


This study analyzed various aspects of students’ professional and academic lives, including their demographics, professional values, sense of belonging, career efficacy, and different aspects of professional identity through data recovery from 394 individuals. The study also explored differences in these dimensions by gender, age, region, and grade level. The study included a balanced demographic representation of students from different age groups, genders, and geographic locations. The study showed a large number of female respondents and a balanced distribution of students from rural and urban areas. The study showed that art education majors have a strong sense of professional identity and purpose. They recognize the importance of the profession for personal growth and social development, and demonstrate a strong sense of belonging to the arts community. Students also demonstrated a high level of commitment to achieving their professional goals and believed in the importance of mastering program objectives. The study found no significant differences in professional identity and commitment among students with different basic information. However, the differences in geographic location were significant, suggesting that students’ perceptions of and commitment to their majors varied by background. In terms of correlation, this study found a significant correlation between Chinese art education students’ professional identity, commitment and achievement goals. Schools should strengthen the training of young teachers, promote professional development programmes, introduce curricula that emphasize arts education, and enhance student practice through out-of-school arts activities and community cooperation. Encourage diversified teaching methods and establish a mentorship system to enhance students’ self-confidence and sense of professional responsibility. Provide career planning programmes and internship opportunities to ensure equality of educational resources and opportunities, meet the needs of different students, and promote students’ all-round growth and professional development.

Keywords: professional identity, commitment, art education students



Cite this article:
Wang, Y. (2024). Professional identity, commitment, and achievement goals of art education students in China. International Journal of Research Studies in Management, 12(5), 47-59.