Huang Jie, Qiao Tianqi, Song Zhanmei, Yan Jingfeng
School of Education, Wenzhou University, Wenzhou, China.
Front Psychol. 2022 Jun 30;13:884606. doi: 10.3389/fpsyg.2022.884606. eCollection 2022.
This study aimed to investigate the multiple mediating effects of achievement motivation and subjective wellbeing between social support and individual occupational identity.
Questionnaire method was used in this study. 565 junior college students majoring in pre-school education were tested by social support scale, achievement motivation scale, subjective wellbeing scale, and occupational identity scale.
(1) There isn't significant relationship between perceptions of social support and individual occupational identity. (2) Achievement motivation and subjective wellbeing individually play a mediating role between social support and individual occupational identity. (3) Achievement motivation and subjective wellbeing play a chain mediating effect between elf-efficacy and individual occupational identity.
Social support can indirectly predict professional identity of pre-school "would-be teachers" through the mediating effect of achievement motivation, subjective wellbeing and the chain mediating effect of achievement motivation and subjective wellbeing.
本研究旨在探讨成就动机和主观幸福感在社会支持与个体职业认同之间的多重中介作用。
本研究采用问卷调查法。对565名学前教育专业大专生进行社会支持量表、成就动机量表、主观幸福感量表和职业认同量表测试。
（1）社会支持感知与个体职业认同之间不存在显著关系。（2）成就动机和主观幸福感分别在社会支持与个体职业认同之间起中介作用。（3）成就动机和主观幸福感在自我效能感与个体职业认同之间起链式中介作用。
社会支持可通过成就动机、主观幸福感的中介作用以及成就动机与主观幸福感的链式中介作用间接预测学前“准教师”的职业认同。
