The Influence of Learning Experience on the Willingness of Agricultural Science Graduates to Join New Vocational Farmers: Analysis of a Mediated Model with Regulation

Based on the theoretical model of social cognitive career and 229 valid questionnaires of agricultural graduates, SPSS and its macro plug-in PROCESS self-written program were used to test the mediating effect and moderating effect, and the influence of agricultural college students’ learning experience on their willingness to join new vocational farmers was analyzed.The results showed that, (1) There were significant positive correlations between the variables of learning experience, self-efficacy, outcome expectation and career intention; (2) The learning experience had enhanced the willingness to join new professional farmers; (3) Self-efficacy and outcome expectation played a mediating role between learning experience and career intention change, and self-efficacy and outcome expectation had a chain mediating effect between learning experience and career intention change. (4) Household income played a moderating role between learning experience and self-efficacy, weakening the positive impact of learning experience on self-efficacy; Household income played a moderating role in the pre-learning period of learning experience and outcome, which weakened the positive influence of learning experience on outcome expectations.Household income played a regulating role between self-efficacy and changes in career willingness, and enhanced the positive influence of self-efficacy on changes in career willingness. Although the learning experience enhanced the willingness to join the new type of professional farmers, the adjustment effect of family income weakened the willingness to join to a certain extent.To this end, colleges and universities should encourage college students to accumulate lifelong learning experience and treat college students with different family incomes differently.