Implicit Professional Identity: Assessment and Relation with Explicit Professional Identity and Well-Being of Pre-Service Teachers
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| Title: | Implicit Professional Identity: Assessment and Relation with Explicit Professional Identity and Well-Being of Pre-Service Teachers |
|---|---|
| Language: | English |
| Authors: | Wang, Xin-qiang (ORCID |
| Source: | European Journal of Teacher Education. 2022 45(3):338-355. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Professional Identity, Well Being, Preservice Teachers, Females, Foreign Countries, Association Measures |
| Geographic Terms: | China |
| DOI: | 10.1080/02619768.2020.1827385 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | The purpose of this study was to explore the effects of implicit professional identity (IPI) and its relationship with explicit professional identity (EPI) and well-being of pre-service teachers. A total of 81 Chinese female pre-service teacher volunteers participated in the study, in which their IPI, EPI, and well-being were measured using the Single Category Implicit Association Test (SC-IAT), the professional identification scale for pre-service teachers, and the short depression-happiness scale, respectively. The results indicated that (a) pre-service teachers had positive IPI; (b) the correlation between the measures of pre-service teachers' EPI and IPI was not significant; (c) IPI significantly predicted well-being negatively, while EPI positively predicted well-being; and (d) IPI moderated the relationship between EPI and well-being. In the weak IPI group, EPI did not significantly predict well-being; however, in the strong IPI group, EPI significantly predicted well-being positively. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1356142 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to explore the effects of implicit professional identity (IPI) and its relationship with explicit professional identity (EPI) and well-being of pre-service teachers. A total of 81 Chinese female pre-service teacher volunteers participated in the study, in which their IPI, EPI, and well-being were measured using the Single Category Implicit Association Test (SC-IAT), the professional identification scale for pre-service teachers, and the short depression-happiness scale, respectively. The results indicated that (a) pre-service teachers had positive IPI; (b) the correlation between the measures of pre-service teachers' EPI and IPI was not significant; (c) IPI significantly predicted well-being negatively, while EPI positively predicted well-being; and (d) IPI moderated the relationship between EPI and well-being. In the weak IPI group, EPI did not significantly predict well-being; however, in the strong IPI group, EPI significantly predicted well-being positively. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2020.1827385 |
