Abstract
This study aims to investigate the current status of college students’ identification with ideological and political theory courses (IPTC) in Chinese universities, as well as to explore the role of emotional experiences in the relationship between course cognition and course identification. Data were collected through the Curriculum Cognition Scale, the Positive-Negative Emotional Experiences Scale, and the Curriculum Identification Scale, and a total of 1,356 students from 10 different colleges and universities in China participated in the survey. Pearson correlation analysis, regression analysis and mediation effect analysis were used to analyze the data obtained. The results showed that the current Chinese university students’ identification with IPTC is at a moderately high level, both course cognition and emotional experiences have a significant positive effect on course identification, negative emotional experiences have a significant negative effect on course identification, and both positive and negative emotional experiences partially mediate between course cognition and course identification. The findings are discussed with the available relevant literature and suggestions were presented.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.