Effect of career calling on learning engagement among medical students: moderated chain mediation model

Purpose This study aimed to investigate the effects of career calling on the learning engagement of medical students, along with the psychological mechanisms of self-efficacy and achievement motivation in the relationship between them. Methods The study used a convenience sampling method to select 1,930 students from two undergraduate medical colleges in Anhui Province, China. The Career Calling Scale, Learning Engagement Scale, Achievement Motivation Scale, and Self-Efficacy Scale were used to conduct the survey. Results The results of the study found that career calling significantly and positively predicted the learning engagement of medical students. In addition, achievement motivation and self-efficacy not only partially mediated the relationship between career calling and learning engagement but also played a chain mediation role between them. Finally, there were significant gender differences in the above chain mediation model, and gender moderated the path from achievement motivation to learning engagement in the model. Conclusion Self-efficacy and achievement motivation act as chain mediators between career calling and learning engagement of medical students, and this path is moderated by gender. This study provides theoretical guidance and empirical evidence for improving the learning engagement of medical students and promoting the development of medical education.