Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity
Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tver...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2017-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00784/full |
| _version_ | 1811215171523182592 |
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| author | Xin-qiang Wang Jun-cheng Zhu Lu Liu Xiang-yu Chen |
| author_facet | Xin-qiang Wang Jun-cheng Zhu Lu Liu Xiang-yu Chen |
| author_sort | Xin-qiang Wang |
| collection | DOAJ |
| description | Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky’s social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity. |
| first_indexed | 2024-04-12T06:17:28Z |
| format | Article |
| id | doaj.art-d01a96600242407e97f22545eaab7b31 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T06:17:28Z |
| publishDate | 2017-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-d01a96600242407e97f22545eaab7b312022-12-22T03:44:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-05-01810.3389/fpsyg.2017.00784240522Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional IdentityXin-qiang WangJun-cheng ZhuLu LiuXiang-yu ChenProfessional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky’s social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00784/fullstudent teachersprofessional identitycognitive-processing biascoding biasrecognition bias |
| spellingShingle | Xin-qiang Wang Jun-cheng Zhu Lu Liu Xiang-yu Chen Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity Frontiers in Psychology student teachers professional identity cognitive-processing bias coding bias recognition bias |
| title | Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity |
| title_full | Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity |
| title_fullStr | Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity |
| title_full_unstemmed | Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity |
| title_short | Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity |
| title_sort | cognitive processing bias in chinese student teachers with strong and weak professional identity |
| topic | student teachers professional identity cognitive-processing bias coding bias recognition bias |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00784/full |
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