Ye Xiaoli, Cheng Tingting, Yang Wei
Institute of Higher Education, Anhui University, Hefei 230093, China.
Behav Sci (Basel). 2025 Jun 27;15(7):881. doi: 10.3390/bs15070881.
The fostering of professional identity among pre-service teachers has emerged as a pivotal research focus in contemporary pedagogical studies. Significantly, learning engagement is a core component of pre-service teachers' training during their education stage. A survey involving 632 pre-service teachers from China was conducted. It employed a sequential mediating model to explore how learning engagement relates to professional identity within the potential roles of adaptability and self-concept. The results indicated that pre-service teachers' learning engagement was significantly related to professional identity. Specifically, adaptability and self-concept were not only independent mediators in the relationship between learning engagement and professional identity but also sequential mediators. The empirical evidence demonstrates that pre-service teachers who have a high degree of learning engagement are inclined to exhibit greater adaptability and a stronger self-concept, which can strengthen their professional identity.
在职前教师中培养职业认同感已成为当代教育学研究的一个关键焦点。值得注意的是，学习投入是职前教师在教育阶段培训的核心组成部分。对来自中国的632名职前教师进行了一项调查。该调查采用了序列中介模型，以探讨在适应性和自我概念的潜在作用范围内，学习投入与职业认同感之间的关系。结果表明，职前教师的学习投入与职业认同感显著相关。具体而言，适应性和自我概念不仅是学习投入与职业认同感之间关系的独立中介，也是序列中介。实证证据表明，具有高度学习投入的职前教师倾向于表现出更强的适应性和更强烈的自我概念，这可以增强他们的职业认同感。
