Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations
Publication in refereed journal


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摘要Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.
著者Zhang Y, Hawk ST, Zhang XH, Zhao HY
期刊名稱Frontiers in Psychology
出版年份2016
月份4
日期26
卷號7
出版社FRONTIERS MEDIA SA
國際標準期刊號1664-1078
語言英式英語
關鍵詞learning motivation; preservice teachers; program performance; task value belief; teacher professional identity
Web of Science 學科類別Psychology; Psychology, Multidisciplinary

上次更新時間 2020-28-11 於 01:42