Exploration on the level and influencing factors of rural teachers ' self-identification of social identity from the perspective of space — Based on the machine learning model of SHAP interpretation method

Abstract

Embodied cognition theory suggests that cognition is the cognition of the body, including the brain, and the body is embedded in the environment, intuition, body and environment are a unity. Therefore, the subjective experience of teachers’ body in rural society provides the basic content for their teaching, and the more rural teachers identity with rural society, the more likely they are to carry out high-quality teaching of productive pedagogical construct based on rural society. However, the irregular flow of capital labels the social identity formed by being removed from the marginal space of production capacity and production factors with obvious weaknesses. An analysis based on the eXtreme Gradient Boosting (XGBoost) algorithm combined with the Shapley Additive exPlanations (SHAP) approach balances the requirements of discriminatory accuracy and indicator interpretability in actual situations. The study found that identity was at an intermediate level, except for emotional identity, which was highest among peri-urban rural teachers, followed by remote rural teachers, and lowest among teachers in rural centres, while overall identity, idea identity and action identity were from highest to lowest among peri-urban rural teachers, rural centre teachers and remote rural teachers. There are structural differences in the social identity of teachers by gender, age, education and status. By calculating SHAP values and using the machine learning models RF, DT and GBDT as robustness checks, it was found that overall and action identities were mainly shaped by economic capital and less influenced by social, cultural and symbolic capital; idea identity was jointly determined by cultural, social and economic capital; in contrast, emotional identity was less influenced by economic capital and mainly depended on social capital. The spatial justice layout of economic capital, the correction of cultural capital and the accumulation of social capital are the fundamental ways to enhance the level of self—identification of rural teachers' social identity.