Cargando…

The relationship between pre-service kindergarten teachers’ professional identification and career adaptability: A chain mediation model

BACKGROUND: The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China at present. For pre-service kindergarten teachers, it is very significant to improve their career a...

Descripción completa

Detalles Bibliográficos
Autores principales:	Qiao, Tianqi, Song, Zhanmei, Huang, Jie, Yan, Jingfeng, Zhang, Xueying, Wang, Yixuan, Liu, Cong, Wang, Yang
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/PMC9703067/ https://www.ncbi.nlm.nih.gov/pubmed/36452368 http://dx.doi.org/10.3389/fpsyg.2022.1045947

Ejemplares similares

Career Exploration and Career Decision Self-Efficacy in Northwest Chinese Pre-service Kindergarten Teachers: The Mediating Role of Work Volition and Career Adaptability
por: Zhao, Fangfang, et al.
Publicado: (2022)

How Does the Social Support Influence Junior College Students’ Occupational Identity in Pre-school Education?
por: Huang, Jie, et al.
Publicado: (2022)

The influence of gratitude on pre-service teachers’ career goal self-efficacy: Chained intermediary analysis of meaning in life and career calling
por: Zhang, Sensen, et al.
Publicado: (2022)

Associations between kindergarten climate and retention intention of kindergarten teachers: The chain mediating roles of perceived organizational support and psychological empowerment
por: Shi, Dasheng, et al.
Publicado: (2022)

Relationship between quality of professional capacity building for kindergarten teachers and children’s language development: the mediating role of kindergarten language education activities quality
por: Wu, Qiong, et al.
Publicado: (2023)

Organic Learning Gardens in Higher Education: Do They Improve Kindergarten Pre-service Teachers’ Connectedness to and Conception of Nature?
por: Pérez-López, Raquel, et al.
Publicado: (2020)

The impact of professional learning communities on pre-service teachers’ professional commitment
por: Cheng, Chunsong, et al.
Publicado: (2023)

Relationship Between Psychological Empowerment and the Retention Intention of Kindergarten Teachers: A Chain Intermediary Effect Analysis
por: Ma, Lina, et al.
Publicado: (2021)

Peculiarities of occupational mental health care in kindergarten teachers
por: Otarbayeva, Zhansaya, et al.
Publicado: (2023)

The Relationships Between Career-Related Emotional Support From Parents and Teachers and Career Adaptability
por: Song, Yuan, et al.
Publicado: (2022)

Pre-service Teachers’ Perspectives on Transition to Kindergarten Practices for Autistic Children
por: Jellinek, Emily, et al.
Publicado: (2022)

Developing and Validating the Teacher Rating Scale of Learning Interest for Kindergarteners
por: Wu, Chung Chin
Publicado: (2022)

The Relationship Between Preschool Teachers’ Proactive Personality and Innovative Behavior: The Chain-Mediated Role of Error Management Climate and Self-Efficacy
por: Pan, Baocheng, et al.
Publicado: (2021)

Early childhood teachers’ professional learning about ICT implementation in kindergarten curriculum: A qualitative exploratory study in China
por: Yang, Tian, et al.
Publicado: (2022)

Motivational profiles of kindergarten teachers in minority areas of China and their association with outcomes
por: Shi, Dasheng, et al.
Publicado: (2022)

The mediating effect of subjective well-being in the relationship between social support and professional commitment among mainland Chinese kindergarten teachers
por: Chen, Shujuan, et al.
Publicado: (2022)

Is Teaching Less Challenging for Career Switchers? First and Second Career Teachers’ Appraisal of Professional Challenges and Their Intention to Leave Teaching
por: Troesch, Larissa Maria, et al.
Publicado: (2020)

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories
por: Agostini, Francesca, et al.
Publicado: (2018)

Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study
por: El-Khodary, Basel, et al.
Publicado: (2021)

Social Support and Job Satisfaction in Kindergarten Teachers: The Mediating Role of Coping Styles
por: Yang, Ying, et al.
Publicado: (2022)

Structural model and characteristics of kindergarten teachers’ occupational beliefs in China: A grounded theory approach
por: Zhang, Lei, et al.
Publicado: (2022)

Active Construction of Profession-Related Events: The Priming Effect among Pre-service Teachers with Different Professional Identity
por: Wang, Xin-qiang, et al.
Publicado: (2018)

Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
por: Liu, Min, et al.
Publicado: (2022)

Purity or perversion? from taboo to fact: kindergarten teachers’ reflections on age-normal sexuality
por: Lehn, Elisabeth Walsøe, et al.
Publicado: (2023)

The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study
por: Zhao, Hongyu, et al.
Publicado: (2017)

“It Felt Good to Be Included”: A Mixed-Methods Study of Pre-Kindergarten Teachers’ Experiences with Professional Learning
por: Barker, Kim Stevens, et al.
Publicado: (2021)

Pre-service and In-service Teachers’ Metacognitive Knowledge of Learning Strategies
por: Halamish, Vered
Publicado: (2018)

Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training
por: Weiß, Julia Katharina, et al.
Publicado: (2023)

A Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy
por: Benevene, Paula, et al.
Publicado: (2018)

The relationship between psychological capital and work engagement of kindergarten teachers: A latent profile analysis
por: Gao, You, et al.
Publicado: (2023)

The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy
por: Pan, Baocheng, et al.
Publicado: (2022)

Private Kindergarten Teachers' Intention to Remain: A Comparison Between the Effects of Organizational and Individual Psychological Factors
por: Shi, Song, et al.
Publicado: (2022)

A theoretical review on the interplay of EFL/ESL teachers' career adaptability, self-esteem, and social support
por: Xue, Yuxiu
Publicado: (2022)

Association between Maternal Anxiety and Children’s Problem Behaviors: A Systematic Review and Meta-Analysis
por: Song, Zhanmei, et al.
Publicado: (2022)

Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career
por: Huang, Xianhan, et al.
Publicado: (2020)

Exploring Female EFL Teachers’ Professional Agency for Their Sustainable Career Development in China: A Self-Discrepancy Theory Perspective
por: Ruan, Xiaolei, et al.
Publicado: (2022)

How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis
por: Liu, Li, et al.
Publicado: (2021)

Relationship between job satisfaction and work engagement in Chinese kindergarten teachers: Vocational delay of gratification as a mediator
por: Zang, Lingling, et al.
Publicado: (2023)

The ‘Matthew effect’ in Chinese kindergarten principals’ professional development: a mixed-methods study
por: Qian, Yu, et al.
Publicado: (2023)

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners
por: Escolano-Pérez, Elena, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_pkpisergu95i72ld9mk8m0buqs