INSTITUTIONALIZED PERFORMANCE ENCODING AND ACADEMIC CAPITAL CONVERSION IN CHINA’S NATIONAL STEM EDUCATION SYSTEM A STRUCTURAL ANALYSIS OF THE ACCUMULATION-CAPABILITY-IDENTITY CONVERSION MECHANISM

บทคัดย่อ

This research aims to study  the structural mechanisms by which the institutionalized performance encoding process in China's national STEM education system influences the transformation of academic capital, specifically focusing on how teachers' national competitive achievements are transformed into perceived professional advancement evaluations. this study develops and validates an original theoretical framework with empirical evidence: the Academic Capital Accumulation-Capacity Building-Professional Identity Transformation (ACCM) model. This model describes the complex, multi-layered psychological and institutional pathways linking competitive achievement to perceived professional advancement outcomes.  The target group for this study was all teachers who had served as mentors or formal instructors to student teams participating in national STEM competitions. The final sample size was 326 individuals.  The findings confirmed that Competition Achievement positively influenced Multiple Intelligence, STEM Professional Identity, and Perceived Title Promotion Performance both directly and indirectly through sequential mediation pathways.

The results showed that the overall measurement model fit was excellent across all evaluated indices, with CMIN/DF = 1.218, GFI = 0.932, RMSEA = 0.026, CFI = 0.992, NFI = 0.959, and IFI = 0.992 all of which met or exceeded their respective conventional benchmarks. In conclusion, this is a precondition for designing institutions that generate the conditions under which such a teacher can, in the fullest sense of the phrase, come into her own professionally.