The Impact of Professional Commitment on University Students’ Self-Efficacy: The Mediating Roles of Life Satisfaction and Learning Engagement

Professional commitment is a crucial factor influencing university students’ academic development, yet the psychological mechanisms underlying this relationship remain underexplored. Guided by Social Cognitive Theory and Self-Determination Theory, this study examined the mediating roles of life satisfaction and learning engagement in the link between professional commitment and academic self-efficacy among university students in Mainland China. A total of 304 undergraduate and graduate students aged 18–28 from universities across different provinces in Mainland China completed validated questionnaires assessing professional commitment, self-efficacy, life satisfaction, and learning engagement. Data were analyzed using structural equation modeling and bootstrapping with SPSS 26.0, AMOS 26.0, and PROCESS macro v4.21. Results indicated that professional commitment significantly predicted academic self-efficacy (β = .508, p < .01). Both life satisfaction and learning engagement mediated this relationship, and a chain mediation pathway was identified whereby professional commitment enhanced life satisfaction, which in turn promoted learning engagement and ultimately improved self-efficacy. The model demonstrated good fit (CFI = 0.957, RMSEA = 0.056, SRMR = 0.047). These findings underscore the importance of fostering professional commitment not only to strengthen students’ academic confidence but also to enhance their well-being and engagement. The study provides practical implications for curriculum design, career guidance, and student support services in higher education in the Chinese context.