Unpacking Pre-Service Teachers’ Professional Identity in Chinese Local Comprehensive Universities: Demographic Variations and an Enrollment Motivation-Driven Serial Mediation Model

doi:10.12139/j.1672-0628.2025.06.017

Abstract

Abstract: As a foundational psychological construct, teachers’ professional identity(TPI) empowers pre-service teachers to fulfill future instructional roles. Through a cross-sectional survey of 2,633 pre-service teachers from Chinese local comprehensive universities, this study explored demographic variations and developmental mechanisms in TPI. The results showed that: 1) participants reported moderately high levels of TPI; 2) significant differences in TPI emerged across gender, academic year, and major; 3) learning engagement and teacher self-efficacy each served as partial mediators between enrollment motivation and TPI; and 4) these two factors further formed a serial mediation pathway linking enrollment motivation to TPI. By delineating these developmental pathways, the research offers evidence-based insights for enhancing teacher education programs.

Key words: local comprehensive universities, pre-service teachers, teachers’ professional identity, learning engagement, teacher self-efficacy

摘要： 师范生对教师职业的认同是其将来履行好教师职责的重要心理基础和动力来源。采用问卷调查法收集数据，以2633名地方综合性院校师范生为样本，探讨其教师职业认同的群体差异与形成机制。结果发现：该类院校师范生对教师职业的认同程度较高；教师职业认同水平在性别、年级及专业类型维度上存在显著差异；学习性投入和教师职业自我效能分别在入学动机与教师职业认同之间起部分中介作用；学习性投入和教师职业自我效能在入学动机与教师职业认同之间存在链式中介效应。研究结果揭示了地方综合性院校师范生教师职业认同的形成机制，为师范生教师职业认同干预提供了参考依据。

关键词: 地方综合性院校, 师范生, 教师职业认同, 学习性投入, 教师职业自我效能

CLC Number:

B849

DU Jiang. Unpacking Pre-Service Teachers’ Professional Identity in Chinese Local Comprehensive Universities: Demographic Variations and an Enrollment Motivation-Driven Serial Mediation Model[J]. Studies of Psychology and Behavior, 2025, 23(6): 854-860.

杜江. 地方综合性院校师范生职业认同的双重解析：人口学差异检验与入学动机驱动的链式中介模型[J]. 心理与行为研究, 2025, 23(6): 854-860.

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