Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China
The relationship among the social support, professional identity, and academic self-efficacy (ASE) of Chinese preservice special education teachers are explored by measuring the perceived social support, professional identity, and ASE of 302 undergraduate students. Results of the multiple regression...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00374/full |
| _version_ | 1819261688586698752 |
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| author | Xiaomeng Chen Jingxun Zhong Manli Luo Minghui Lu |
| author_facet | Xiaomeng Chen Jingxun Zhong Manli Luo Minghui Lu |
| author_sort | Xiaomeng Chen |
| collection | DOAJ |
| description | The relationship among the social support, professional identity, and academic self-efficacy (ASE) of Chinese preservice special education teachers are explored by measuring the perceived social support, professional identity, and ASE of 302 undergraduate students. Results of the multiple regression are as follows. (1) A significant positive correlation exists among ASE, social support, and professional identity. When preservice special education teachers perceive high social support, they have a high sense of professional identity and high ASE. (2) Professional identity exerts a full mediation effect on the relationship between social support and ASE. In particular, social support positively influences ASE via professional identity. The results are discussed at the end of this paper and recommendations for improving the ASE of preservice special education teachers are presented. |
| first_indexed | 2024-12-23T19:45:47Z |
| format | Article |
| id | doaj.art-0a18ba3f9a18405ba439f154fd72e7e7 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-23T19:45:47Z |
| publishDate | 2020-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-0a18ba3f9a18405ba439f154fd72e7e72022-12-21T17:33:32ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-03-011110.3389/fpsyg.2020.00374458966Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in ChinaXiaomeng Chen0Jingxun Zhong1Manli Luo2Minghui Lu3Special Education Department, School of Education, South China Normal University, Guangzhou, ChinaInstitute of Educational Administration, School of Education, South China Normal University, Guangzhou, ChinaFutian Zhuxiang School, Shenzhen, ChinaSpecial Education Department, School of Education, Guangzhou University, Guangzhou, ChinaThe relationship among the social support, professional identity, and academic self-efficacy (ASE) of Chinese preservice special education teachers are explored by measuring the perceived social support, professional identity, and ASE of 302 undergraduate students. Results of the multiple regression are as follows. (1) A significant positive correlation exists among ASE, social support, and professional identity. When preservice special education teachers perceive high social support, they have a high sense of professional identity and high ASE. (2) Professional identity exerts a full mediation effect on the relationship between social support and ASE. In particular, social support positively influences ASE via professional identity. The results are discussed at the end of this paper and recommendations for improving the ASE of preservice special education teachers are presented.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00374/fullsocial supportmediating effectacademic self-efficacyprofessional identitypreservice special education teachers |
| spellingShingle | Xiaomeng Chen Jingxun Zhong Manli Luo Minghui Lu Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China Frontiers in Psychology social support mediating effect academic self-efficacy professional identity preservice special education teachers |
| title | Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China |
| title_full | Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China |
| title_fullStr | Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China |
| title_full_unstemmed | Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China |
| title_short | Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China |
| title_sort | academic self efficacy social support and professional identity among preservice special education teachers in china |
| topic | social support mediating effect academic self-efficacy professional identity preservice special education teachers |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00374/full |
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