Factors Influencing Academic Identity for Top-notch Innovative Undergraduates: A Case Study in China

• In Event: Examining dynamics, pathways, and students' experiences: Chinese higher education in comparison

Proposal

Due to the increasingly tough rivalry in research and technology, academic innovators is becoming more and more in demand globally. However, the difficulty, monotony, and low pay of scientific research labor lead many academic talents to pursue other careers after graduation(Chen et al., 2021; Lytle & Shin, 2020). How to cultivate and retain academic talents has emerged as a prevalent and significant issue in higher education around the world (McCartney et al., 2022). Identity is acknowledged as a powerful lens for explaining and predicting undergraduates’ job choice and persistence in recent years (OECD, 2020; Patrick, 2018). Students with a strong science or engineering identity tend to perform better in their majors and are more likely to pursue related careers in the future (Toson, 2014). Scholars have used a variety of terms to represent undergraduate students' perceptions of their alignment with science or engineering fields, including science identity (Carlone & Johnson, 2007), STEM identity (Stewart, 2022), identity as a scientist (Robnett, 2015), and engineering identity (Morelock, 2017). But in China's higher education research and practice, the importance of identity have not received enough attention. Thus our research started by proposing a concept of "academic identity" for top-notch innovative students, which describes undergraduates' ongoing understanding of the interrelation between themselves and academia, as well as the accompanying emotional experiences and behavioral tendencies. The conceptual framework for undergraduate academic identity comprises five key measurement indicators: academic interest, sense of belonging, academic value-identification, academic self-efficacy, and recognition by others. Based on the definition and framework above, we developed a 27-item scale measuring academic identity for undergraduates, which shows good reliability and validity (as presented at the 2023 CIES Annual Conference).
After the development of scale, our research group endeavors to quantitatively explore the developmental trend and influencing factors of academic identity among top-notch students. Insights from prior scholars provide valuable inspiration. For instance, Chen et al. (2020) revealed the positive impact of collaborative learning within PBL courses on students' engineering identity formation. Additionally, the significant influences of extracurricular internships and informal social practices on academic identity were underscored by Dehing (2013) and Beam (2009). When students lack engineering-related experiences or encounter setbacks during internships, their engineering identity diminishes (Hatmaker, 2013). Beyond curricular and extracurricular practices, gender (Cech et al., 2011), ethnicity (Williams & Jackson, 2007), familial or regional engineering environments (Matusovich, 2011), and role models in the field (Wee, 2010) were all proved to impact students' scientific or engineering identity significantly. While the discussion on influencing factors is extensive, limited research has validated the applicability of these influences and explored distinct patterns within the context of Chinese higher education.
This study conducted online surveys on 1362 freshmen and 758 sophomore students at T University in China, collectively referred to as the Chinese College Top-notch Student Survey (CCTSS). The survey encompasses the measurement of demographic variables, high school learning experiences, guidance of undergraduate advisors, institutional resource support, and academic identity, using self-administered scales. Firstly, the descriptive statistical analysis shows significant discrepancies in academic identity based on gender, major, admission mode and grade. In contrast to engineering students, students pursuing pure sciences exhibit a higher level of academic identity. Sophomore students exhibited a notable decline in academic identity compared to their freshman counterparts, which could be attributed to the transition from idealized imagination to the realities of academic engagement, constituting a period of identity turbulence. Secondly, employing multiple linear regression equations to examine the influences factors of academic identity, holding gender, family background, major and grade as control variables. we find that participation in research exploration activities can strongly enhance students' academic identity. And increased interaction, guidance and emotional support from advisors lead to the elevation of academic identity. Furthermore, abundant research resources provided by the university, such as highly qualified faculty, adequate equipment and materials, favorable research environment, are proved to be significantly associated with the enhancement of students' academic identity.
Using a self-developed scale, which shows good reliability and validity, the study investigates the heterogeneity and influencing factors of academic identity among China's top-notch innovative students. The study's conclusions contribute theoretical and empirical support to comprehending the developmental patterns of undergraduates' academic identity and provide substantiations for tailored cultivation strategies within higher education institutions. We advocate for higher education administrators and educators to focus on the development of students' academic identity, offering sufficient research activities, resources, and guidance during their teaching and mentoring.

Author

• DANG YANG, Tsinghua University