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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 0000-0002-8584-6405), Zhu, Jun-cheng, Huo, Jun-yu, Liu, Ming-fan, Ye, Bao-juan
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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  Value: <anid>AN0158109868;54n01jul.22;2022Jul25.01:53;v2.2.500</anid> <title id="AN0158109868-1">Implicit professional identity: assessment and relation with explicit professional identity and well-being of pre-service teachers </title> <p>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.</p> <p>Keywords: Pre-service teacher; implicit professional identity; explicit professional identity; well-being; female</p> <hd id="AN0158109868-2">1. Introduction</hd> <p>In China, the term 'pre-service teacher' (also known as a student teacher) refers to a university student oriented to the teaching profession, trained in teaching skills, and involved in a school-based field experience (Zhu et al. [<reflink idref="bib61" id="ref1">61</reflink>]). The well-being of Chinese pre-service teachers was reported to be poor, and the prevalence rate of pre-service teachers with experiencing suicidal ideation and strong suicidal ideation is 13.8% and 7.6%, respectively (Zhang and Wei [<reflink idref="bib58" id="ref2">58</reflink>]). Empirical studies have found that professional identity is an important predictor of suicidal ideation and depression in pre-service teachers (Zhu and Wang [<reflink idref="bib60" id="ref3">60</reflink>]).</p> <p>Professional identity for pre-service teachers entails a positive attitude towards teachers and a current identity as a pre-service teacher (Izadinia [<reflink idref="bib21" id="ref4">21</reflink>]; Hanna et al. [<reflink idref="bib18" id="ref5">18</reflink>]; Wang et al. [<reflink idref="bib52" id="ref6">52</reflink>]). Many researchers have paid attention to pre-service teachers' professional identity (Dahl [<reflink idref="bib8" id="ref7">8</reflink>]; Zhang and Wang [<reflink idref="bib57" id="ref8">57</reflink>]).Notably, extensive literature has shown that pre-service teachers' professional identity plays a crucial role in their future teaching (Izadinia [<reflink idref="bib21" id="ref9">21</reflink>]; Zhang et al. [<reflink idref="bib57" id="ref10">57</reflink>]). For example, Zhang et al. (2016) found that pre-service teachers' professional identity could influence extrinsic motivation for learning and engagement with work, and Moore and Hofman ([<reflink idref="bib35" id="ref11">35</reflink>]) found that pre-service teachers with a poor sense of professional identity were likely to report perceived learning burnout. According to the sociocultural perspective, learning to teach is primarily a process of professional identity construction (Dahl [<reflink idref="bib8" id="ref12">8</reflink>]).</p> <p>Many studies have also shown that pre-service teachers' professional identity construction is dynamic during the active process of learning to teach (Izadinia [<reflink idref="bib21" id="ref13">21</reflink>]). In other words, many factors influence pre-service teachers' professional identity construction, including internal factors such as emotion (Timoštšuk and Ugaste [<reflink idref="bib48" id="ref14">48</reflink>]) and external factors such as environment and educational policy (Pinho and Andrade [<reflink idref="bib40" id="ref15">40</reflink>]). Even though many factors affect the professional identity of pre-service teachers, to our knowledge, no research studies have explored the implicit professional identity of pre-service teachers. Wilson, Lindsey, and Schooler ([<reflink idref="bib54" id="ref16">54</reflink>]) put forward the dual attitudes model, which holds that there are two different opinions on the same attitude object: implicit attitudes and explicit attitudes. Professional identity reflects an attitude towards an occupation and one's professional role (Hanna et al. [<reflink idref="bib18" id="ref17">18</reflink>]; Wang et al. [<reflink idref="bib52" id="ref18">52</reflink>]). According to the dual attitudes model, professional identity should include explicit and implicit professional identity. In addition, researchers have found that use of the Implicit Association Test (IAT) can effectively compensate for the shortcomings of measuring explicit attitudes through self-report (Nosek, Greenwald, and Banaji [<reflink idref="bib37" id="ref19">37</reflink>]). Therefore, it is meaningful to examine different measurement approaches for professional identity.</p> <p>In addition, many studies have shown that explicit professional identity affects the well-being of pre-service teachers (Wang and Zhang [<reflink idref="bib51" id="ref20">51</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref21">60</reflink>]). Implicit social cognition theory and empirical evidence suggest that implicit attitudes may affect individual judgements, decisions, behaviour, and well-being (Greenwald and Banaji [<reflink idref="bib17" id="ref22">17</reflink>]; Perugini [<reflink idref="bib39" id="ref23">39</reflink>]; van Goethem, Scholte, and Wiers [<reflink idref="bib50" id="ref24">50</reflink>]). Therefore, the relationships between the implicit professional identity, explicit professional identity, and well-being of pre-service teachers is also a concern of this study.</p> <hd id="AN0158109868-3">1.1. Implicit professional identity of pre-service teachers</hd> <p>In recent years, professional identity has been measured through self-report in the majority of studies (Fan et al. [<reflink idref="bib10" id="ref25">10</reflink>]; Izadinia [<reflink idref="bib21" id="ref26">21</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref27">60</reflink>]). Self-reports may be used to measure participants' explicit attitudes; however, this approach to measuring professional identity has its limitations. First, professional identity is easily influenced by social culture and one's tendency to engage in impression management, which increases cultural bias in the results. Second, professional identity is a concept guided by one's values. When individuals are asked to self-report their professional identity, they are motivated by self-presentation biases (Bellard [<reflink idref="bib5" id="ref28">5</reflink>]). Third, individuals do not have sufficient self-awareness to express their ways of thinking (Greenwald, McGhee, and Schwartz [<reflink idref="bib16" id="ref29">16</reflink>]).</p> <p>Recently, researchers have found that the Implicit Association Test (IAT) could remedy the limitations of measurement found in self-reporting(Nosek, Greenwald, and Banaji [<reflink idref="bib37" id="ref30">37</reflink>]). The IAT has now come to be applied more widely and plays a more central role in research. However, researchers have found that the IAT only measures the relative strength of associations between a pair of target concepts and attributes and cannot be used to assess the strength of an association with a single attribute category (Karpinski and Steinman [<reflink idref="bib25" id="ref31">25</reflink>]). To remedy this, the Single Category Implicit Association Test (SC-IAT) was developed to allow exploration of the strength of evaluative associations with a single attitude object (Karpinski and Steinman [<reflink idref="bib25" id="ref32">25</reflink>]). Karpinski and Steinman ([<reflink idref="bib25" id="ref33">25</reflink>]) adopted the SC-IAT to examine self-esteem and racial attitudes. Their results showed that the SC-IAT may be able to provide more information than the IAT.</p> <p>In the present study, we first explored whether implicit professional identity was positive or negative. Teachers' professional identity involves attitudes. Furthermore, attitude theory posits that behaviour is an important component of attitude (Anderson [<reflink idref="bib3" id="ref34">3</reflink>]). Meanwhile, Nixon ([<reflink idref="bib36" id="ref35">36</reflink>]) posited that professional behaviour can be used to describe the attitude of a professional group towards their current professional identity. Additionally, teachers' professional identity is only a single attribute category with no complementary category (e.g., teaching). Thus, this study used teaching behaviours in the object dimension of the SC-IAT to assess pre-service teachers' professional identities for its implicit associations. If an individual reacts more quickly to associations between professional teaching behaviours and positive words than negative words, this indicates that the individual has a positive attitude towards the teaching profession; the opposite outcome indicates that the individual has a negative attitude towards the teaching profession.</p> <hd id="AN0158109868-4">1.2. The relationship between implicit and explicit professional identity</hd> <p>At present, there is little research on the relationship between explicit and implicit professional identity. However, considering that professional identity is an attitude (Hanna et al. [<reflink idref="bib18" id="ref36">18</reflink>]; Wang et al. [<reflink idref="bib52" id="ref37">52</reflink>]; Zhang and Wang [<reflink idref="bib57" id="ref38">57</reflink>]), we can derive inspiration from the relationship between implicit and explicit attitudes, which has shown to be both convergent (Wittenbrink, Judd, and Park [<reflink idref="bib55" id="ref39">55</reflink>]) and divergent (Payne, Burkley, and Stokes [<reflink idref="bib38" id="ref40">38</reflink>]). Researchers who believe that implicit and explicit attitudes are separate constructs maintain that these attitudes require different measurement methods and involve different internal psychological structures with different psychological processing mechanisms (Greenwald and Banaji [<reflink idref="bib17" id="ref41">17</reflink>]; Hofmann et al. [<reflink idref="bib20" id="ref42">20</reflink>]; Wilson, Lindsey, and Schooler [<reflink idref="bib54" id="ref43">54</reflink>]; Serenko and Turel [<reflink idref="bib44" id="ref44">44</reflink>]). Explicit processes are deliberate, controlled, involve awareness, and are typically measured with self-reported evaluation. As Serenko and Turel points out, 'people deliberately access relevant information in their memory, develop an evaluation (favourable or not) of an object within the current context, become aware of their attitude, and can clearly describe it'(Serenko and Turel [<reflink idref="bib44" id="ref45">44</reflink>], 3). In contrast, implicit processes are nondeliberate, automatic, with limited or no awareness, fast accessibility, lack of intentionality, little control, intuition, slow learning and unlearning, context independency, and are typically measured with the Implicit Association Test (Lansu [<reflink idref="bib28" id="ref46">28</reflink>]; Perugini [<reflink idref="bib39" id="ref47">39</reflink>]; Serenko and Turel [<reflink idref="bib44" id="ref48">44</reflink>]). In other words, implicit professional identity of pre-service teachers is the inner true attitude and intuitive feelings towards the teaching profession they will be engaged in, which is independent of the context and is not influenced by the current socio-cultural environment and the effect of social desirability. Explicit professional identity of pre-service teachers, on the other hand, is the conscious attitude towards the teaching profession they will be engaged in, within the current context, influenced by the current socio-cultural environment and the effect of social desirability. Therefore, there may be no significant correlation between explicit and implicit professional identity.</p> <p>The teacher's professional identity is the teacher's reflection and answer to a series of self-related questions such as 'Who am I?' and 'What kind of teacher am I'. In short, the teacher's professional identity refers to the teacher's image of self and the recognition that he or she belongs to the teacher professional group (Friesen and Besley [<reflink idref="bib12" id="ref49">12</reflink>]; Li and Qiu [<reflink idref="bib29" id="ref50">29</reflink>]). At the heart of the identity theory lies the idea that teacher's professional identity is pre-existing and, as such, 'that it is not entirely self-generated and/or new' (Hanna et al. [<reflink idref="bib18" id="ref51">18</reflink>], 2). As pre-service teachers continue down the path of teacher education and participate in teacher community practice, their professional identity is constantly developing (Dahl [<reflink idref="bib8" id="ref52">8</reflink>]). By participating in the social and cultural practice of the teacher community, they gain the identity as members of the teacher community, and gradually transform from an outsider (out-group) to an insider (in-group) within the group of teachers (Friesen and Besley [<reflink idref="bib12" id="ref53">12</reflink>]; Li and Qiu [<reflink idref="bib29" id="ref54">29</reflink>]). According to social identity theory, people prefer their in-group to an out-group (Turner [<reflink idref="bib49" id="ref55">49</reflink>]; Friesen and Besley [<reflink idref="bib12" id="ref56">12</reflink>]), i.e., pre-service teachers may show a preference for and affection towards teachers as a group. However, some research shows that not all pre-service teachers gradually form a positive professional identity, as it might differ depending on whether they experience, for example, such as career success or failure, financial satisfaction or disappointment, or a change of personal interests and values will influence the pre-service teachers' professional identity (Gao [<reflink idref="bib13" id="ref57">13</reflink>]). It is difficult for pre-service teachers to give up their professional path as teachers most pre-service teachers around the world, including China, receive financial support from the government and their contracts tend to be signed for a long time, such as six years or ten years (Liu [<reflink idref="bib30" id="ref58">30</reflink>]; Simone [<reflink idref="bib45" id="ref59">45</reflink>]). Furthermore, personal relationships with colleagues and college classmates tend to be with fellow pre-service teachers. At the same time, pre-service teachers may be subjected to the social and cultural standards (for example, Chinese people have great respect and reverence for the teachers and the authority), as well as the pressure of family expectations (for example, Chinese parents, especially the pre-service teacher' parents, generally hope their daughters to engage in the teaching profession) (Wang and Zhang [<reflink idref="bib51" id="ref60">51</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref61">60</reflink>]). If pre-service teachers give up their teaching status, they will be classified as outsiders in their current group, and could bear losses that affect them, not only financially, but also in terms of their reputation, and interpersonal relationships. Consequently, these external social, cultural and economic factors may influence the true level of pre-service teacher's professional identity in their explicit consciousness. Furthermore, social desirability might positively predict the explicit professional identity of pre-service teachers in China (Jiao et al. [<reflink idref="bib22" id="ref62">22</reflink>]), for example, it was found that t people tend to give answers to questionnaires more according to the social norm than to the actual situation (Sjöström and Holst [<reflink idref="bib46" id="ref63">46</reflink>]).Therefore, from the perspective of social identity theory, the relationship between explicit and implicit professional identity of pre-service teachers may be separated.</p> <hd id="AN0158109868-5">1.3. The relationships between implicit professional identity, explicit professional identity...</hd> <p>The strength of explicit professional identity could influence well-being (Wang and Zhang [<reflink idref="bib51" id="ref64">51</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref65">60</reflink>]).Implicit or automatic processes are likely to guide behaviour and well-being (Bargh [<reflink idref="bib4" id="ref66">4</reflink>]). Empirical evidence indeed supports a link between implicit attitudes and health-related behaviour in adolescents (Lansu [<reflink idref="bib28" id="ref67">28</reflink>]). Glashouwer et al. ([<reflink idref="bib14" id="ref68">14</reflink>]) found that low implicit self-esteem was associated with high social anxiety. From the existing literature, Perugini ([<reflink idref="bib39" id="ref69">39</reflink>]) concluded that there are three models for the prediction of behaviour and well-being by implicit attitudes and explicit attitudes: (a) the additive model (the two types of attitudes explain different portions of variance in the criterion), (b) the double dissociation model (implicit attitudes predict spontaneous whereas explicit attitudes predict deliberative behaviour), and (c) the multiplicative model (implicit and explicit attitudes interact in influencing behaviour). Previous empirical studies have also found that positive implicit attitudes can significantly predict individual behaviour, while negative implicit attitudes cannot significantly predict behaviour (McCartan et al. [<reflink idref="bib32" id="ref70">32</reflink>]). Empirical studies have also found that implicit and explicit attitudes have significant interaction effects on individual behaviour (Perugini [<reflink idref="bib39" id="ref71">39</reflink>]; van Goethem, Scholte, and Wiers [<reflink idref="bib50" id="ref72">50</reflink>]). Implicit professional identity, as a positive professional attitude, may have a direct impact on teachers' professional well-being, and may also interact with explicit professional identity to influence teachers' professional well-being.</p> <p>According to dual-process theories, two modes of processing differentially influence perception, judgement, and action depending on the availability of cognitive resources or other situational constraints (Greenwald and Banaji [<reflink idref="bib17" id="ref73">17</reflink>]; Hofmann et al. [<reflink idref="bib20" id="ref74">20</reflink>]). In addition, implicit–explicit inconsistency may affect well-being (Rydell, Mcconnell, and Mackie [<reflink idref="bib42" id="ref75">42</reflink>]). Similarly, if pre-service teachers' implicit and explicit professional identities are not consistent, this may also influence pre-service teachers' well-being. Researchers found that self-reported evaluations are sometimes easier to change than indirectly assessed evaluations (Rydell and McConnell [<reflink idref="bib41" id="ref76">41</reflink>]). Therefore, implicit professional identity plays a crucial role in distinguishing pre-service teachers' attitudes towards their teaching careers, which may moderate the relationship between explicit professional identity and well-being.</p> <hd id="AN0158109868-6">1.4. Overview of the study</hd> <p>This study has four hypotheses. First, the implicit professional identity of pre-service teachers will be positive. Second, there is no significant correlation between implicit and explicit professional identity. Third, both explicit and implicit professional identity can predict pre-service teachers' well-being. Fourth, the relationship between explicit professional identity and well-being will be moderated by implicit professional identity.</p> <hd id="AN0158109868-7">2. Methods</hd> <p></p> <hd id="AN0158109868-8">2.1. Participants and procedure</hd> <p>The study was approved by the ethics committee at our institution. Volunteer participants were randomly selected from Jiangxi Normal University. Eighty-one Chinese pre-service teacher volunteers took part in this experiment (all females); their ages ranged from 18 to 22 years (M = 19.94, SD = 0.84). The volunteers were college students in their second semester of sophomore and junior year of various teaching-oriented majors, including pre-school education, primary education, secondary education, special education, including the following subjects: science, information technology, Chinese, English, mathematics, chemistry, physics, biology, politics, history, geography, arts, music, and sports. All participants had normal or corrected-to-normal vision and were skilled at operating a computer. All volunteer participants provided written informed consent before the start of the experiment and were thanked and given gifts after they had finished the experiment. All participants completed the measures of explicit and implicit professional identity and well-being. Scores of the 81 pre-service teacher volunteers on explicit professional identity were as follows: the maximum value was 58, the minimum value was 36, the median value was 48, the average value was 47.32, and the standard deviation was 0.51. The results of the normality tests showed the following: for the Kolmogorov-Smirnov test p = 0.078 (sig. >0.05), for the Shapiro-Wilk test, <emph>P</emph> = 0.413 (sig. >0.05), and for the skewness test, |-0.301/0.271| = 1.11 < 1.96. All the indicators showed that the explicit professional identity scores of participants followed a normal distribution and demonstrated good sampling representativeness.</p> <hd id="AN0158109868-9">2.2. Measurements</hd> <p></p> <hd id="AN0158109868-10">2.2.1. Pre-service teachers' explicit professional identity</hd> <p>The Professional Identification Scale for pre-service teachers (Wang et al. [<reflink idref="bib53" id="ref77">53</reflink>]) was used to examine pre-service teachers' professional identity. This scale was shown by previous studies to demonstrate good reliability and validity, and suitable to be widely used in the professional identity assessment of pre-service teachers (Wang et al. [<reflink idref="bib52" id="ref78">52</reflink>]; Zhang and Wang [<reflink idref="bib57" id="ref79">57</reflink>]; Zhu et al. [<reflink idref="bib61" id="ref80">61</reflink>]). The scale includes 12 items (one reverse-coded) divided between the following four dimensions: professional values, professional efficiency, professional willingness, and professional volition. Participants rate themselves on a scale from 1 ('strongly disagree') to 5 ('strongly agree'). In the present study, the higher the score on the scale, the stronger the professional identity of pre-service teachers. Cronbach's alpha was 0.80 for the whole scale.</p> <hd id="AN0158109868-11">2.2.2. Measurements of well-being</hd> <p>Well-being was assessed using the Short Depression-Happiness Scale (SDHS) (Joseph et al. [<reflink idref="bib24" id="ref81">24</reflink>]). Six items (three reverse-coded) measure well-being states. Participants rate themselves on a scale from 1 ('never') to 5 ('often'). In the present study, the higher the score on the scale, the less the teachers experienced depression and the higher the happiness. Cronbach's alpha was 0.82 for the whole scale.</p> <hd id="AN0158109868-12">2.2.3. Measurements of pre-service teachers' implicit professional identity</hd> <p>The SC-IAT was used to measure implicit professional identity. The aim of the study was to investigate attitudes towards the profession of teaching, with the target of exploring whether pre-service teachers exhibited more positive attitudes than negative attitudes. Therefore, in the SC-IAT, the categories used in the evaluative dimension were positive and negative, and the object dimension consisted of eight teacher behaviours (all words used were two-Chinese characters words, e.g., '传道' means 'teaching a student', '授业' means 'to impart professional knowledge', '解惑' means 'to resolve doubts', etc; see Appendix A). The words used for the evaluative dimension were adapted from those used by Karpinski and Steinman ([<reflink idref="bib25" id="ref82">25</reflink>]), such as 'excellent' (positive) or 'terrible' (negative) and were translated to three-Chinese characters words (Ai and Zuo [<reflink idref="bib2" id="ref83">2</reflink>]; see Appendix A). To control for potential effects caused by learning one mapping before the other, the order of the blocks was counterbalanced.</p> <p>The procedure for the SC-IAT task followed Karpinski and Steinman ([<reflink idref="bib25" id="ref84">25</reflink>]). This part of the study consisted of two stages (Table 1), each of which consisted of 24 practice trials immediately followed by 72 test trials. In the first stage (teacher behaviours + positive), words relating to teacher behaviours and positive words were categorised using the X key, and negative words were categorised using the M key. To avoid a response bias, teacher behaviours, positive words, and negative words were presented in a 7:7:10 ratio, so that the X key was the correct response to 58% of the stimuli and the M key was the correct response to the remaining 42%. In the second stage (teacher behaviours + negative), positive words were categorised using the X key, and words relating to teacher behaviours and negative words were categorised using the M key. Teacher behaviours, positive words, and negative words were presented in a 7:10:7 ratio, so that the X key was the correct response to 42% of the stimuli and the M key was the correct response to the remaining 58%.</p> <p>Table 1. Single category IAT (SC-IAT).</p> <p> <ephtml> <table><thead><tr><td>Block</td><td>Trials</td><td>Function</td><td>X key response</td><td>M key response</td></tr></thead><tbody><tr><td>1</td><td>24</td><td>Practice</td><td>Positive words + teacher behaviours</td><td>Negative words</td></tr><tr><td>2</td><td>72</td><td>Test</td><td>Positive words + teacher behaviours</td><td>Negative words</td></tr><tr><td>3</td><td>24</td><td>Practice</td><td>Positive words</td><td>Negative words + teacher behaviours</td></tr><tr><td>4</td><td>72</td><td>Test</td><td>Positive words</td><td>Negative words + teacher behaviours</td></tr></tbody></table> </ephtml> </p> <hd id="AN0158109868-13">2.3. Data analysis</hd> <p>For the SC-IAT, we used a scoring algorithm modelled on the <emph>D</emph>-score algorithm used for IAT data (Karpinski and Steinman [<reflink idref="bib25" id="ref85">25</reflink>]). Data from practice Blocks 1 and 3 were discarded. We followed Karpinski and Steinman ([<reflink idref="bib25" id="ref86">25</reflink>]) suggestion that responses shorter than 350 ms be eliminated, nonresponses be eliminated, and incorrect responses be replaced with the block mean plus an error penalty of 400 ms. Participants' average response times in Block 2 were subtracted from their average response times in Block 4. This quantity was divided by the standard deviation of all correct response times within Blocks 2 and 4. Thus, higher SC-IAT <emph>D</emph>-scores indicate stronger positive associations with teacher behaviours.</p> <hd id="AN0158109868-14">3. Results</hd> <p></p> <hd id="AN0158109868-15">3.1. Pre-service teachers' implicit professional identity</hd> <p>A paired t-test showed that responses were faster when teacher behaviours were paired with positive words than when they were paired with negative words (<emph>t</emph> = –3.58, <emph>p</emph> < 0.01, Cohen's <emph>d</emph> = 0.35), see Table 2.</p> <p>Table 2. Response times (ms) for the SC-IAT.</p> <p> <ephtml> <table><thead><tr><td>Task</td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody><tr><td>Compatible task (teacher behaviour + positive)</td><td>632.56</td><td>69.02</td></tr><tr><td>Incompatible task (teacher behaviour + negative)</td><td>657.26</td><td>68.44</td></tr></tbody></table> </ephtml> </p> <p>Implicit professional identity (<emph>D</emph> value) was evaluated on the basis of 0, where 0 represented a neutral attitude (Greenwald and Farnham [<reflink idref="bib15" id="ref87">15</reflink>]; Karpinski and Steinman [<reflink idref="bib25" id="ref88">25</reflink>]). Therefore, the implicit effect value (<emph>D</emph> value) of the SC-IAT was tested by using 0 as the standard. An independent sample t-test indicated that the D-score for this result was significantly greater than 0 (<emph>D</emph> = 0.19, <emph>t</emph> = 3.73, <emph>p</emph> < 0.01, Cohen's <emph>d</emph> = 0.84). Zhu ([<reflink idref="bib62" id="ref89">62</reflink>]) believed that when <emph>D</emph> was greater than or equal to 0.8, the implicit test results were relatively large. Therefore, pre-service teachers were shown to have positive implicit professional identities, but the implicit effect was relatively small.</p> <hd id="AN0158109868-16">3.2. Correlation analysis</hd> <p>As shown in Table 3, the correlation between the measures of pre-service teachers' explicit professional identities and well-being was significant (<emph>r</emph> =.45, <emph>p</emph> <.001). However, the correlation between the measures of pre-service teachers' implicit professional identities and well-being was not significant (<emph>r</emph> = −0.16, <emph>p</emph> >.05), and the correlation between the measures of pre-service teachers' explicit and implicit professional identities was not significant (<emph>r</emph> =.12, <emph>p</emph> >.05). These results suggest that pre-service teachers' explicit and implicit professional identities were not convergent.</p> <p>Table 3. Correlations between implicit/explicit professional identity and well-being.</p> <p> <ephtml> <table><thead><tr><td /><td>Explicit professional identity</td><td>Implicit professional identity</td><td>Well-being</td></tr></thead><tbody><tr><td>Explicit professional identity</td><td>1</td><td /><td /></tr><tr><td>Implicit professional identity</td><td>.12</td><td>1</td><td /></tr><tr><td>Well-being</td><td>.45***</td><td>−.16</td><td>1</td></tr></tbody></table> </ephtml> </p> <p>1 *** <emph>p</emph> <.001.</p> <p>In order to further explore the unilateral impact of implicit and explicit professional identity on well-being, this study adopts partial correlation analysis. The results show that after controlling for implicit professional identity, explicit professional identity is significantly correlated with well-being (<emph>r</emph> = 0.47, <emph>p</emph> < 0.001). After controlling for explicit professional identity, implicit professional identity is also significantly correlated with well-being (<emph>r</emph> = −0.24, <emph>p</emph> < 0.05).</p> <hd id="AN0158109868-17">3.3. Moderating analysis</hd> <p>To examine whether implicit professional identity would moderate the relationship between explicit professional identity and well-being, the present study used hierarchical regression analysis (Achen [<reflink idref="bib1" id="ref90">1</reflink>]). A regression analysis was conducted with well-being as a dependent variable, and implicit and explicit professional identity as independent variables. The results show that explicit professional identity significantly predicted well-being (<emph>β </emph>= 0.54, <emph>t</emph> = 5.31, <emph>p</emph> < 0.001), implicit professional identity significantly predicted well-being (<emph>β </emph>= −0.22, <emph>t</emph> = −2.17, <emph>p</emph> < 0.05), and the interaction of explicit professional identity and implicit professional identity significantly predicted well-being (<emph>β </emph>= 0.25, <emph>t</emph> = 2.44, <emph>p</emph> < 0.05) (see Table 4).</p> <p>Table 4. Regression analysis of well-being.</p> <p> <ephtml> <table><thead><tr><td /><td>Step 1</td><td>Step 2</td></tr><tr><td><italic>β</italic></td><td><italic>t</italic></td><td><italic>β</italic></td><td><italic>t</italic></td></tr></thead><tbody><tr><td>Explicit professional identity(EPI)</td><td>0.47</td><td>4.69***</td><td>0.54</td><td>5.31***</td></tr><tr><td>Implicit professional identity(IPI)</td><td>−0.22</td><td>−2.17*</td><td>−0.26</td><td>−2.59*</td></tr><tr><td>EPI×IPI</td><td /><td>0.25</td><td>2.44*</td></tr><tr><td><italic>R<sup>2</sup></italic></td><td>0.25</td><td>0.30</td></tr><tr><td><italic>ΔR<sup>2</sup></italic></td><td>0.23</td><td>0.27</td></tr><tr><td>F</td><td>12.32***</td><td>10.74***</td></tr></tbody></table> </ephtml> </p> <p>2 *p <.05, **<emph>p</emph> <.01,***<emph>p</emph> <.001;Implicit professional identity uses a D score.</p> <p>The simple slope effect test was also conducted (Dearing and Hamilton [<reflink idref="bib9" id="ref91">9</reflink>]). As shown in Figure 1, in the strong implicit professional identity group (Z = 1), the effect of explicit professional identity on well-being was significant (<emph>β </emph>= 0.69, <emph>t</emph> = 2.45, <emph>p</emph> < 0.05), whereas in the weak implicit professional identity group (Z = −1), the effect of explicit professional identity on well-being was not significant (<emph>β </emph>= 0.29, <emph>t</emph> = 0.99, <emph>p</emph> > 0.05).</p> <p>Graph: Figure 1. Simple slopes of explicit professional identity and well-being.</p> <hd id="AN0158109868-18">4. Discussion</hd> <p></p> <hd id="AN0158109868-19">4.1. Pre-service teachers' implicit professional identity</hd> <p>In this study, we examined implicit professional identity as observed in pre-service teachers. The results showed that pre-service teachers tended to automatically associate teacher behaviours with positive words rather than negative words. The results also showed that the D-score arising from a SC-IAT for professional identity was significantly greater than zero. The results were consistent with expectations that the implicit professional identity of pre-service teachers would be positive. In other words, pre-service teachers' implicit professional identity existed as a measurable construct and had positive associations. These results are consistent with social identity theory, which posits that people prefer their in-group to an out-group (Turner [<reflink idref="bib49" id="ref92">49</reflink>]). Pre-service teachers show a preference for and affection towards teachers as a group. Thus, pre-service teachers exhibit a positive implicit professional identity effect. However, the positive implicit professional identity effect is small.</p> <p>There are two possible explanations for these results. First, pre-service teachers feel ambivalent about their teaching careers (Zhu and Wang [<reflink idref="bib60" id="ref93">60</reflink>]). On one hand, pre-service teachers experience stress as a result of their decision to become a teacher, because of the low salary and strict standards, which may lead to job burnout and turnover intention (Fan et al. [<reflink idref="bib10" id="ref94">10</reflink>]; Mi et al. [<reflink idref="bib34" id="ref95">34</reflink>]). On the other hand, a wealth of studies has shown that pre-service teachers choose a teaching career to have the opportunity to make a meaningful social contribution (Hennessy and Lynch [<reflink idref="bib19" id="ref96">19</reflink>]).</p> <p>Second, social cultures influence the formation and development of individual implicit attitudes (Kashima et al. [<reflink idref="bib26" id="ref97">26</reflink>]). In China, reverence for the authority, and respect for the teachers and their work is a cornerstone of traditional culture, which particularly influences pre-service teachers. Moreover, certain social cultures encourage female pre-service teachers to become primary school teachers, based on a belief that they have more patience with young students than do male pre-service teachers. This may be reflected in the statement that 'the role of a teacher is an extension of that of a mother' (Johnston, Mckeown, and Mcewen [<reflink idref="bib23" id="ref98">23</reflink>]). According to Calabrese Barton et al. ([<reflink idref="bib7" id="ref99">7</reflink>]) professional identity happens within and against local norms and social expectations and as a part of longer standing sociocultural and historical narratives. Therefore, from the perspective of social identity theory, although a teaching career presents some disadvantages in the form of occupational stress, pre-service teachers still want to become teachers and regard their professional identity of a teacher as positive (a small positive effect). They may want to maintain their status as members of the in-group (Turner [<reflink idref="bib49" id="ref100">49</reflink>]; Friesen and Besley [<reflink idref="bib12" id="ref101">12</reflink>]), so as to uphold their achievement status and avoid embarrassment as members of the out-group.</p> <hd id="AN0158109868-20">4.2. Convergence of pre-service teachers' implicit-explicit professional identity</hd> <p>The results showed that convergence between SC-IAT results and self-reported measurements of pre-service teachers' professional identities generally tended to be quite low, and showed that pre-service teachers' implicit and explicit professional identities represent different constructs, which may support theories proposing dual attitude modes (Wilson, Lindsey, and Schooler [<reflink idref="bib54" id="ref102">54</reflink>]). Explicit attitudes arise from more controlled processes, whereas implicit attitudes arise more unconsciously (Perugini [<reflink idref="bib39" id="ref103">39</reflink>]; Lansu [<reflink idref="bib28" id="ref104">28</reflink>]). This may explain the lack of convergence between pre-service teachers' implicit and explicit professional identities.</p> <p>The notion of dual attitude modes posits that explicit and implicit attitudes each predict behaviour produced by different types of processes (Perugini [<reflink idref="bib39" id="ref105">39</reflink>]; Wilson, Lindsey, and Schooler [<reflink idref="bib54" id="ref106">54</reflink>]). The results also showed that implicit professional identity significantly negatively predicted well-being, while explicit professional identity predicted well-being positively. These results support the hypothesis that both explicit and implicit professional identity can predict pre-service teachers' well-being, but conform to the double dissociation model (Perugini [<reflink idref="bib39" id="ref107">39</reflink>]). In other words, the higher the explicit professional identity, the more likely it is that pre-service teachers' well-being is improved; however, the higher the implicit professional identity, the more likely it is that pre-service teachers' well-being is reduced. The results imply again that implicit and explicit professional identity reflect different internal psychological structures with different psychological processing mechanisms (Greenwald and Banaji [<reflink idref="bib17" id="ref108">17</reflink>]; Hofmann et al. [<reflink idref="bib20" id="ref109">20</reflink>]), which indicates that implicit and explicit professional identity may interact with well-being.</p> <p>It should be further clarified that this study also found that the correlation between implicit professional identity and well-being is not significant. However, after controlling for explicit professional identity, the correlation between implicit professional identity and well-being became significant, thus, it can have a significant negative predictive effect on well-being. Combined with the interactive effect of implicit professional identity on well-being (see Figure 1), it can be concluded that the negative effect of implicit professional identity on well-being mainly occurs when the explicit professional identity is weak. The reason for this can be illustrated by the theory of cognitive dissonance (Festinger [<reflink idref="bib11" id="ref110">11</reflink>]; McGrath [<reflink idref="bib33" id="ref111">33</reflink>]) which occurs when pre-service teachers are influenced by some realistic factors (such as career setbacks or poor socio-economic status), their explicit professional identity as teachers is weakened (Berger and D'Ascoti [<reflink idref="bib6" id="ref112">6</reflink>]; Zhang, Zhao, and Qi [<reflink idref="bib59" id="ref113">59</reflink>]). If they are more positive about the inner real attitude towards the teacher's career (i.e., their implicit professional identity as teachers is higher), they might be more disappointed with the teacher career and their cognitive dissonance will be greater.</p> <hd id="AN0158109868-21">4.3. Moderation role of implicit professional identity</hd> <p>The results showed that implicit professional identity could moderate the relationship between explicit professional identity and the well-being of pre-service teachers. In other words, in the weak implicit professional identity group, explicit professional identity did not significantly predict pre-service teachers' well-being; however, in the strong implicit professional identity group, explicit professional identity significantly predicted pre-service teachers' well-being positively.</p> <p>For pre-service teachers with strong implicit professional identity, why does their explicit professional identity significantly predict well-being? First, professional identity reflects an attitude towards an occupation and one's professional role (Wang et al. [<reflink idref="bib52" id="ref114">52</reflink>]; Hanna et al. [<reflink idref="bib18" id="ref115">18</reflink>]). And implicit attitudes refer to traces of past experiences that cannot be confirmed by introspection, while explicit attitudes are current conscious attitudes (Greenwald, McGhee, and Schwartz, [<reflink idref="bib16" id="ref116">16</reflink>]; Zuo, Zhang, and Ye [<reflink idref="bib63" id="ref117">63</reflink>]). Therefore, from the perspective of time, pre-service teachers with strong implicit-strong explicit professional identities (SI-SE) have consistent attitudes in the past and present, and their self-identity has developed successfully (Friesen and Besley [<reflink idref="bib12" id="ref118">12</reflink>]), which leads to higher well-being. Pre-service teachers with strong implicit-weak explicit professional identity (SI-WE) have attitudes that are not consistent between the present and past; their attitudes developed from a strong identity to a weak identity, and their self-identity may have faced a crisis (Friesen and Besley [<reflink idref="bib12" id="ref119">12</reflink>]), which deeply affected their well-being.</p> <p>Furthermore, our finding suggesting that the interaction of explicit professional identity and implicit professional identity significantly predicts well-being(see Figure 1) can be explained based on three different theoretical frameworks. First the dual attitudes model holds that there are two different processes behind the same attitude object: explicit processes are deliberate, controlled, involve awareness; implicit processes are nondeliberate, automatic, often lack awareness(Wilson, Lindsey, and Schooler [<reflink idref="bib54" id="ref120">54</reflink>]; Lansu [<reflink idref="bib28" id="ref121">28</reflink>]; Perugini [<reflink idref="bib39" id="ref122">39</reflink>]). Second, according to the theory of cognitive dissonance (Festinger [<reflink idref="bib11" id="ref123">11</reflink>]; McGrath [<reflink idref="bib33" id="ref124">33</reflink>]), the conflict between implicit and explicit attitudes can damage the individual's well-being, and conversely, it can promote the individual's well-being (Rydell, Mcconnell, and Mackie [<reflink idref="bib42" id="ref125">42</reflink>]). Third, we should also consider the importance of the convergence between professional identity of oneself and that of the other, that is, to introduce the explanatory framework of the influence of the in-group and out-group relationships on individual well-being in the context of social identity theory (Tajfel and Turner [<reflink idref="bib47" id="ref126">47</reflink>]). Therefore, on the basis of the dual attitudes model (Wilson, Lindsey, and Schooler [<reflink idref="bib54" id="ref127">54</reflink>]; Serenko and Turel [<reflink idref="bib44" id="ref128">44</reflink>]), the cognitive dissonance theory (Festinger [<reflink idref="bib11" id="ref129">11</reflink>]; McGrath [<reflink idref="bib33" id="ref130">33</reflink>]) and the social identity theory (Turner [<reflink idref="bib49" id="ref131">49</reflink>]; Tajfel and Turner [<reflink idref="bib47" id="ref132">47</reflink>]), we also introduced an important new variable of the individual's current occupational position into the theoretical framework, and aimed to construct a relational model of individual occupational position and dual attitudes (see Figure 2) to comprehensively and vividly explain the results of this study (see Figure 1).</p> <p>Graph: Figure 2. Relational model of individual occupational position and dual attitudes.</p> <p>In China's traditional culture, teachers such as Confucius are highly respected and loved, thus, Chinese parents, want their children, especially their daughters, to become teachers (Wang and Zhang [<reflink idref="bib51" id="ref133">51</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref134">60</reflink>]). As a result, many pre-service teachers unconsciously yearn for the teaching profession (Zhang, Zhao, and Qi [<reflink idref="bib59" id="ref135">59</reflink>]). Under the influence of social culture, pre-service teachers with strong implicit professional identity and strong explicit professional identity (SI-SE) have no internal conflict between their implicit and explicit professional identity. They enjoy the consistency of their conscious attitude within the current context (explicit professional identity) with their current occupational position (as pre-service teachers), which promotes the personal identity development and may be associated with more support from the social cultural environment and the family (Friesen and Besley [<reflink idref="bib12" id="ref136">12</reflink>]). On the whole, the pre-service teachers in the SI-SE group were in the most harmonious state both cognitively and in their professional roles (that includes the consistency between the implicit and explicit attitudes, and the consistency between social group roles and attitudes), so they showed the highest level of well-being (see Figures 1 and 2).</p> <p>However, with the development of the social economy, teachers have become one of the representative professions with low income and high work pressure (Luo [<reflink idref="bib31" id="ref137">31</reflink>]). In particular, many in-service teachers also have a higher tendency to leave their jobs (Mi et al. [<reflink idref="bib34" id="ref138">34</reflink>]), which leads to a growing number of pre-service teachers with weak explicit professional identity, or even a reluctance to become a teacher after graduation (Berger and D'Ascoti [<reflink idref="bib6" id="ref139">6</reflink>]; Zhang, Zhao, and Qi [<reflink idref="bib59" id="ref140">59</reflink>]). According to the research of Rydell, and McConnell ([<reflink idref="bib43" id="ref141">43</reflink>]), when subjects' explicit attitudes and implicit attitudes are inconsistent, this leads to cognitive dissonance and emotional discomfort. Therefore, even if pre-service teachers have strong implicit professional identity, if their explicit professional identity is weak, their well-being level will be reduced. Furthermore, as the conscious attitude within the current context (explicit professional identity) of the pre-service teachers with strong implicit-weak explicit professional identity (SI-WE) is not only in conflict with their inner true attitude (implicit professional identity), but also with their current occupational position (as pre-service teachers). Studies have shown that in the context of collectivist culture and interdependent culture, people respect authority and are required to obey the expectations of authority and the sociocultural environment (Yang [<reflink idref="bib56" id="ref142">56</reflink>]; Kathrine [<reflink idref="bib27" id="ref143">27</reflink>]). Pre-service teachers are expected to be to take the honourable professional positions as teachers by their parents and their social cultural environment (Wang and Zhang [<reflink idref="bib51" id="ref144">51</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref145">60</reflink>]). At the same time, the major pursued by the pre-service teachers is oriented towards the teacher's career, and they usually sign a contract to engage in the teacher's career for a certain number of years (Liu [<reflink idref="bib30" id="ref146">30</reflink>]). Therefore, the pre-service teachers in the SI-WE group may have a sharp conflict between their current professional position and their explicit professional identity, which may induce a significant increase in their depression and suicidal ideation (Wang and Zhang [<reflink idref="bib51" id="ref147">51</reflink>]; Zhu and Wang [<reflink idref="bib60" id="ref148">60</reflink>]). That is, the pre-service teachers in the SI-WE group are not only influenced by cognitive dissonance between the implicit and explicit attitude, but also by the conflict between their social group role and their attitude. As a result of these two conflicts, pre-service teachers in the SI-WE group showed the lowest levels of well-being (see Figures 1 and 2).</p> <p>Similarly, according to the theory of cognitive dissonance (Festinger [<reflink idref="bib11" id="ref149">11</reflink>]; McGrath [<reflink idref="bib33" id="ref150">33</reflink>]), although pre-service teachers with weak implicit-weak explicit professional identities (WI-WE) do not like the teaching profession, their cognition is coordinated, so their well-being level will benefit from it. However, although there is cognitive consistency between implicit and explicit attitudes of pre-service teachers in the WI-WE group, there is also a conflict between their conscious attitude within the current context (explicit professional identity) and their current occupational position (as pre-service teachers). That is, the pre-service teachers in the WI-WE group have a conflict between their social group role and their attitudes, and therefore, might experience a self-identity crisis (Friesen and Besley [<reflink idref="bib12" id="ref151">12</reflink>]). In addition, studies have found that explicit attitude can better predict individual behaviour than implicit attitude (McCartan et al. [<reflink idref="bib32" id="ref152">32</reflink>]). The results of this study also found that, compared with implicit professional identity, explicit professional identity is more effective in predicting well-being. However, the explicit professional identity of the pre-service teachers in the WI-WE group was at a low level. Therefore, the above analysis offers an explanation as to why the well-being level of pre-service teachers in the WI-WE group is still low, yet not the lowest (Figures 1 and 2).</p> <p>In contrast, pre-service teachers with weak implicit-strong explicit professional identities (WI-SE) were in a state of cognitive dissonance, i.e., there was a conflict between their conscious attitude within the current context (explicit professional identity) and their inner true attitude (implicit professional identity). However, the explicit professional identity of the pre-service teachers in the WI-SE group was strong, and which was consistent with their current professional position (as pre-service teachers). Therefore, on the whole, the well-being level of the pre-service teachers in the WI-SE group was still high, although it was affected by the cognitive dissonance (see Figures 1 and 2).</p> <hd id="AN0158109868-22">4.4. Implications and limitations</hd> <p>The findings of this study could form the basis for provision of better guidance in relation to pre-service teachers' professional identity. Positive associations with pre-service teachers' well-being may be improved through professional identity. This suggests that the monitoring and improvement of pre-service teachers' well-being by education staff should consider both implicit and explicit professional identity. The present study also had some limitations. The study involved only female pre-service teachers as participants, because the gender ratio of available participants at Jiangxi Normal University was unbalanced (70% female). Therefore, it may not be possible to generalise the study's conclusions to male pre-service teachers; more evidence is needed to verify whether the same results would be obtained in this population. Finally, respect for teachers and authority may be important in the country where the study was carried out, and the results may not be so obvious and easily observed in countries with independent and individualistic cultures, nor have such detrimental consequences for well-being. However, we believe that the results of this study may still apply to independent and individualistic cultures, because pre-service teachers are not only under a great amount of pressure from the cultural environment, but also under the influence of other factors such as receiving financial aid and signing binding contracts(Liu [<reflink idref="bib30" id="ref153">30</reflink>]; Simone [<reflink idref="bib45" id="ref154">45</reflink>]). Future research should focus on exploring this subject cross-culturally.</p> <hd id="AN0158109868-23">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0158109868-24">Appendix A</hd> <p>Teacher behaviour words: 备课(prepare lessons); 讲课(give a lesson); 传道(teaching student); 授业(impart professional knowledge); 解惑(resolve doubts); 教学(teaching activity); 监考(Monitor student testing); 阅卷(go over examination papers)</p> <p>Positive words: 乐意的(glad); 幸福的(happy); 愉悦的(cheerful); 亲切的(friendly); 奇妙的(wonderful); 喜欢的(loving); 卓越的(excellent); 高尚的(fabulous); 高兴的(pleasure); 欢快的(glee)</p> <p>Negative words: 愤怒的(angry); 残忍的(brutal); 不幸的(tragic); 厌恶的(dislike); 暗淡的(dirty); 讨厌的(unpleasant); 肮脏的(nasty); 痛苦的(painful); 恶心的(yucky); 糟糕的(terrible)</p> <ref id="AN0158109868-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref90" type="bt">1</bibl> <bibtext> Achen, C. H. 2005. " Two-step Hierarchical Estimation: Beyond Regression Analysis." 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Implicit Professional Identity: Assessment and Relation with Explicit Professional Identity and Well-Being of Pre-Service Teachers
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Xin-qiang%22">Wang, Xin-qiang</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8584-6405">0000-0002-8584-6405</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhu%2C+Jun-cheng%22">Zhu, Jun-cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Huo%2C+Jun-yu%22">Huo, Jun-yu</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+Ming-fan%22">Liu, Ming-fan</searchLink><br /><searchLink fieldCode="AR" term="%22Ye%2C+Bao-juan%22">Ye, Bao-juan</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Teacher+Education%22"><i>European Journal of Teacher Education</i></searchLink>. 2022 45(3):338-355.
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Association+Measures%22">Association Measures</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02619768.2020.1827385
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0261-9768<br />1469-5928
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Group: Date
  Data: 2022
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  Label: Accession Number
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  Data: EJ1356142
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        Value: 10.1080/02619768.2020.1827385
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 338
    Subjects:
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Association Measures
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Implicit Professional Identity: Assessment and Relation with Explicit Professional Identity and Well-Being of Pre-Service Teachers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wang, Xin-qiang
      – PersonEntity:
          Name:
            NameFull: Zhu, Jun-cheng
      – PersonEntity:
          Name:
            NameFull: Huo, Jun-yu
      – PersonEntity:
          Name:
            NameFull: Liu, Ming-fan
      – PersonEntity:
          Name:
            NameFull: Ye, Bao-juan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0261-9768
            – Type: issn-electronic
              Value: 1469-5928
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of Teacher Education
              Type: main
ResultId 1