公费师范生社会支持与职业认同感的关系：个人成长主动性的中介作用
The Relationship between Social Support and Professional Identity of Publicly-Funded Normal Students: The Mediating Role of Personal Growth Initiative
摘要: 目的：本论文探究了公费师范生的个人成长主动性如何影响社会支持与职业认同感之间的关系。方法：采用社会支持问卷、职业认同感问卷、个人成长主动性问卷，以整体取样方法对选454名公费师范生进行问卷调查。结果：社会支持、职业认同感与个人成长主动性之间互相存在相关关系，且个人成长主动性在社会支持与职业认同感之间起到部分中介作用，其中β = 0.023 (95%置信区间为[0.126, 0.215])。结论：社会支持和个人成长主动性分别作为外在和内在因素影响公费师范生的职业认同感，而部分社会支持通过影响学生的个人成长主动性间接影响职业认同感。
Abstract: This paper explores how the personal growth initiative of government-funded normal students affects the relationship between social support and professional identity. Methods: A total of 454 publicly-funded normal students were surveyed by using the social support questionnaire, the professional identity questionnaire and the personal growth initiative questionnaire. Results: There was a correlation between social support, professional identity and personal growth initiative, and personal growth initiative played a partial mediating role between social support and professional identity, with β = 0.023 (95% confidence interval [0.126, 0.215]). Conclusion: Social support and personal growth initiative affect the professional identity of publicly-funded normal students as external and internal factors, respectively, while some social support indirectly affects students’ professional identity by influencing students’ personal growth initiative.
文章引用：云婷, 其格其 (2024). 公费师范生社会支持与职业认同感的关系：个人成长主动性的中介作用. 心理学进展, 14(12), 7-15. https://doi.org/10.12677/ap.2024.1412848

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