The Influence of Public Education Policies Satisfaction on Teachers’ Professional Identity in State-Financed Normal Students: The Mediating Role of Social Cognitive Factors

Studies of Psychology and Behavior ›› 2020, Vol. 18 ›› Issue (2): 241-247.

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The Influence of Public Education Policies Satisfaction on Teachers’ Professional Identity in State-Financed Normal Students: The Mediating Role of Social Cognitive Factors

YAO Chong^1,2, ZHAO Kexin³, ZHOU Chenchen², CUI Mengxiao⁴, WANG Dang⁵, YOU Xuqun²

1. School of Marxism, Shaanxi Normal University, Xi’an 710062;
2. School of Psychology, Shaanxi Normal University, Xi’an 710062;
3. The School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062;
4. Career Development Center, Shaanxi Normal University, Xi’an 710119;
5. School of Humanities And Social Science, Xi'an Jiaotong University, Xi’an 710049

Received:2019-07-22 Online:2020-06-08 Published:2020-03-20

公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响

姚崇^1,2, 赵可欣³, 周晨琛², 崔萌筱⁴, 王党⁵, 游旭群²

1. 陕西师范大学马克思主义学院，西安 710062;
2. 陕西师范大学心理学院，西安 710062;
3. 华东师范大学心理与认知科学学院，上海 200062;
4. 陕西师范大学毕业生就业指导服务中心，西安 710119;
5. 西安交通大学人文社会科学学院，西安 710049

通讯作者: 游旭群
基金资助:
陕西省教育厅重大委托课题“公费师范生培养与就业及其影响因素研究”；教育部人文社科青年基金项目（19YJC890053）；第62批中国博士后科学基金面上资助（2017M623100）

Abstract

Abstract: Recently the state-financed educational policy for normal university students has been adopted as a revision of the former tuition-free policy. The present study aimed to explore the influence of state-financed educational policy satisfaction on the professional identity of pre-service teachers. Based on the perspective of social cognitive career theory, we conducted a questionnaire survey on 839 normal university students to investigate their satisfaction with the policy of state-financed education, career decision self-efficacy, vocational outcome expectation and teacher professional identity. Results showed: 1) satisfaction with the policy of state-financed education significantly and positively predicted teacher professional identity; 2) satisfaction with the policy predicated teacher professional identity through career decision self-efficacy and vocational outcome expectation sequentially. Specifically, career decision self-efficacy and vocational outcome expectation completely mediated the relationship between satisfaction with the supportive policy and teacher professional identity was, while partly mediating the relationship between satisfaction with the limited policy and teacher professional identity. The present study explained the possible mechanism of the effect of satisfaction with the state-financed educational policy on normal university students’ teacher professional identity according to the social cognitive career theory. This provided several feasible ways for teachers’ professional identity improvement.

Key words: state-financed educational policy, teachers’ professional identity, career decision-making self-efficacy, vocational outcome expectation, social cognitive career theory

摘要： 采用问卷法，以839名公费师范生为研究对象，探究公费师范生政策满意度对师范生教师职业认同的影响，考察公费教育政策满意度、职业决策自我效能感、职业结果预期以及教师职业认同的关系。结果发现：（1）公费教育政策满意度显著正向预测教师职业认同；（2）职业决策自我效能感和职业结果预期在政策满意度和教师职业认同的关系中起中介作用，完全中介支持性政策满意度与教师职业认同的关系，部分中介限制性政策满意度与教师职业认同的关系。本研究通过社会认知职业理论解释了公费教育政策满意度与教师职业认同的关系路径，为提升公费师范生的教师职业认同提供了参考和借鉴。

关键词: 师范生公费教育政策, 教师职业认同, 职业决策自我效能感, 职业结果预期, 社会认知职业理论

CLC Number:

B849

YAO Chong, ZHAO Kexin, ZHOU Chenchen, CUI Mengxiao, WANG Dang, YOU Xuqun. The Influence of Public Education Policies Satisfaction on Teachers’ Professional Identity in State-Financed Normal Students: The Mediating Role of Social Cognitive Factors[J]. Studies of Psychology and Behavior, 2020, 18(2): 241-247.

姚崇, 赵可欣, 周晨琛, 崔萌筱, 王党, 游旭群. 公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响[J]. 心理与行为研究, 2020, 18(2): 241-247.

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The Influence of Public Education Policies Satisfaction on Teachers’ Professional Identity in State-Financed Normal Students: The Mediating Role of Social Cognitive Factors

公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响

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