关键词: 公费农科生, 专业认同, 学习倦怠, 学业自我效能感, 学习适应性

Abstract: Objective To understand the impact of professional identity on learning burnout of publicly-funded agricultural students and the mediating role of academic self-efficacy and learning adaptability. Methods In April 2023,a questionnaire survey was conducted on 303 public funded agricultural students from an agricultural university in Shandong Province using the college students' professional identity scale,the academic self-efficacy scale,the college learning adaptation scale and the adolescent student burnout inventory,and the data were analyzed. Results The scores of professional identity,academic self-efficacy,learning adaptability and learning burnout among publicly-funded agricultural students were （4.166±0.665）,（3.806±0.549）,（3.821±0.597） and （2.355±0.649）points,respectively. The professional identity and academic self-efficacy of senior students were higher than those of other grades,and the learning adaptability of female students was higher than that of male students（all P<0.05）. There was significant correlation between professional identity,academic self-efficacy,learning adaptability and learning burnout among publicly-funded agricultural students（r=-0.451--0.759,0.513-0.723,all P<0.01）. Academic self-efficacy and learning adaptability had significant complete mediating effects on professional identity and learning burnout（β=-0.173,-0.107,95%CI=-0.294--0.086,-0.213--0.003）. The chain mediating effect of academic self-efficacy and learning adaptability between professional identity and learning burnout was significant（β=-0.233,95%CI：-0.352--0.144）. Conclusion The professional identity of publicly-funded agricultural students can not directly affect their learning burnout,but can affect it through the independent mediating effect and chain mediating effect of academic self-efficacy and learning adaptability.

Key words: Publicly-funded agricultural students, Professional identity, Learning burnout, Academic self-efficacy, Learning adaptability