Dual mediation mechanisms in vocational teacher colleges: how preschool classroom climate fosters learning engagement through career calling and major satisfaction

Learning engagement exhibits heightened sensitivity to both external environment and intrinsic psychological factors. To illustrate the underlying mechanisms, this study surveyed 927 vocational college teacher students in China. This study reveals that perceived classroom climate significantly associates learning engagement. Career calling and major satisfaction mutually predict each other. Each played an independent mediating role, and their bidirectional chain mediation was also significant. The results clarify how environmental, cognitive, and affective factors interact to influence the learning engagement. Future colleges should optimize classroom climate and implement positive psychological interventions to cultivate both calling and satisfaction.