How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation

This study used social cognitive career theory (SCCT) to explore the relationships between career calling, occupational self-efficacy, vocational outcome expectation, and learning engagement among preservice teachers at a normal university in China. Data from 1,029 preservice teachers were analyzed...

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Autores principales: Shang, Weiwei, Yu, Tianzuo, Liang, Xianping, Wang, Ji, Su, Jiming
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9152323/
https://www.ncbi.nlm.nih.gov/pubmed/35656498
http://dx.doi.org/10.3389/fpsyg.2022.874895
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author Shang, Weiwei
Yu, Tianzuo
Liang, Xianping
Wang, Ji
Su, Jiming
author_facet Shang, Weiwei
Yu, Tianzuo
Liang, Xianping
Wang, Ji
Su, Jiming
author_sort Shang, Weiwei
collection PubMed
description This study used social cognitive career theory (SCCT) to explore the relationships between career calling, occupational self-efficacy, vocational outcome expectation, and learning engagement among preservice teachers at a normal university in China. Data from 1,029 preservice teachers were analyzed using Structural Equation Modeling. The results revealed that career calling was found to be significantly and positively affected on learning engagement; occupational self-efficacy and vocational outcome expectation were identified as key mediators of this relationship. These findings advance our knowledge of how best to promote the learning engagement of preservice teachers and may inform the future design of teacher development programs.
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spelling pubmed-91523232022-06-01 How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation Shang, Weiwei Yu, Tianzuo Liang, Xianping Wang, Ji Su, Jiming Front Psychol Psychology This study used social cognitive career theory (SCCT) to explore the relationships between career calling, occupational self-efficacy, vocational outcome expectation, and learning engagement among preservice teachers at a normal university in China. Data from 1,029 preservice teachers were analyzed using Structural Equation Modeling. The results revealed that career calling was found to be significantly and positively affected on learning engagement; occupational self-efficacy and vocational outcome expectation were identified as key mediators of this relationship. These findings advance our knowledge of how best to promote the learning engagement of preservice teachers and may inform the future design of teacher development programs. Frontiers Media S.A. 2022-05-17 /pmc/articles/PMC9152323/ /pubmed/35656498 http://dx.doi.org/10.3389/fpsyg.2022.874895 Text en Copyright © 2022 Shang, Yu, Liang, Wang and Su. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Shang, Weiwei
Yu, Tianzuo
Liang, Xianping
Wang, Ji
Su, Jiming
How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation
title How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation
title_full How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation
title_fullStr How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation
title_full_unstemmed How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation
title_short How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation
title_sort how does career calling influence preservice teachers' learning engagement? a multiple mediating roles of occupational self-efficacy and vocational outcome expectation
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9152323/
https://www.ncbi.nlm.nih.gov/pubmed/35656498
http://dx.doi.org/10.3389/fpsyg.2022.874895
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