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Under the background of higher education reform, undergraduate tourism students’ professional identity may play an important role in affecting students’ learning engagement and the sustainable development of tourism higher education. Data were collected from 551 Chinese undergraduate tourism students to investigate the potential relationships between professional identity and learning engagement. Based on the theory of social identity, professional identity is perceived as a progressive, dynamic process including professional cognition, professional appraisal, and professional emotion. The data were analyzed using structural equation modeling (SEM), and the findings confirmed that professional identity was in positive correlation with employee engagement. Furthermore, the results showed that professional cognition has positive influences on professional appraisal, professional emotion, and learning engagement, and professional appraisal has positive influences on professional emotion and learning engagement. In addition, the mediating effects of professional appraisal and professional emotion between professional cognition and learning engagement were analyzed, respectively. This study contributes to the understanding of the impacts of tourism students’ professional identity on learning engagement. Both theoretical and practical implications are provided.

Understanding the Impacts of Chinese Undergraduate Tourism Students’ Professional Identity on Learning Engagement