Chen Chia-Cheng, Hung Chao-Hsiang
Teacher Education Center, National Taiwan University of Arts, New Taipei City 220, Taiwan.
General Education Center, National Taiwan University of Arts, New Taipei City 220, Taiwan.
Healthcare (Basel). 2022 Oct 3;10(10):1938. doi: 10.3390/healthcare10101938.
Preservice teachers at universities of arts have more than 10 years of professional training before admission, but in their senior year, they face the pressure of the graduation exhibition and performances and the teacher certification examination at the same time. This process is dissimilar to that for preservice teachers at general universities. Such a difference, however, has not been taken seriously in the past. In order to avoid burnout, preservice teachers at universities of arts, when they are under the pressure of limited time, may choose to identify with the departments they are more familiar with for their future careers, rather than identifying with their educational program, in order to increase hope for their career and reduce the chance of burnout. In addition, we believe that the use of action control/state control would also show different adaptation situations in the face of pressure. Therefore, this study focuses on the role of profession identity and action control as moderating variables in the process of becoming preservice teachers at arts universities. We recruited 304 art-major preservice teachers to establish a path model to explore their future time perspective and grit, detecting how the mediation of career decision self-efficacy affects learning burnout and career hope. Secondly, we inspected the moderating effect of profession identity and action control on learning burnout and career hope. We found that profession identity moderates the relationships between future time perspective and career decision self-efficacy as well as between career decision self-efficacy and learning burnout, all of which exhibited ordinal interactions. Furthermore, preservice teachers with high decision-making efficacy had lower burnout than those with low efficacy, but the high-efficacy advantage in preservice teachers under state control in reducing burnout would disappear. Lastly, although professional identification was important, action control regulated the relationship between career decision self-efficacy and learning burnout with ordinal interaction; that is, action control could effectively reduce their learning burnout.
艺术院校的职前教师在入学前有超过10年的专业训练，但在大四时，他们同时面临毕业展览和表演的压力以及教师资格考试。这个过程与普通大学的职前教师不同。然而，这种差异在过去并未得到重视。为了避免倦怠，艺术院校的职前教师在时间有限的压力下，可能会选择认同他们未来职业中更熟悉的部门，而不是认同他们的教育项目，以增加对职业的希望并减少倦怠的可能性。此外，我们认为行动控制/状态控制的运用在面对压力时也会表现出不同的适应情况。因此，本研究聚焦于职业认同和行动控制作为调节变量在艺术院校职前教师成长过程中的作用。我们招募了304名艺术专业的职前教师，建立了一个路径模型来探索他们未来的时间观和毅力，检测职业决策自我效能感的中介作用如何影响学习倦怠和职业希望。其次，我们考察了职业认同和行动控制对学习倦怠和职业希望的调节作用。我们发现职业认同调节了未来时间观与职业决策自我效能感之间以及职业决策自我效能感与学习倦怠之间的关系，所有这些都呈现出有序交互作用。此外，具有高决策效能的职前教师比低效能的教师倦怠程度更低，但在状态控制下的职前教师中，高效能在减轻倦怠方面的优势会消失。最后，虽然职业认同很重要，但行动控制以有序交互作用调节了职业决策自我效能感与学习倦怠之间的关系；也就是说，行动控制可以有效地减轻他们的学习倦怠。
