中国健康心理学杂志2024，Vol.32Issue(4)：491-497,7.DOI:10.13342/j.cnki.cjhp.2024.04.003
公费师范生教师职业认同对生活满意度的影响:有调节的中介模型
Effect of teachers'professional identity on life satisfaction among publicly funded normal students:A moderated mediation model
摘要
Abstract
Objective:To explore the influence of teachers'professional identity on the life satisfaction of publicly funded normal students,as well as the mediating role of perceived stress and the moderating role of parental autono-my support.Methods:A total of 779 publicly funded normal students from one undergraduate university completed the Professional Identification Scale for Normal Students,Perceived Stress Sale,Parental Autonomy Support Scale and Satisfaction with Life Scale.Results:①The professional identity positively predicted life satisfaction(β=0.347,P＜0.001);②Perceived stress played a partial mediating role between professional identity and life satisfaction,the mediating effect accounted for 24.79％of the total effect;③Parental autonomy support moderated the effect of pro-fessional identity on life satisfaction(β=0.013,P＜0.01)and the effect of professional identity on perceived stress(β=-0.006,P＜0.05).Specifically,professional identity had stronger influences on life satisfaction and perceived stress for normal students with lower level of parental autonomy support.Conclusion:Teachers'professional identity not only influences life satisfaction directly,but also and indirectly influences it through perceived stress,while the paren-tal autonomy support can moderate this direct effect and mediating effect.关键词
公费师范生/教师职业认同/压力知觉/生活满意度/父母自主支持Key words
Publicly funded normal students/Teachers'professional identity/Perceived stress/Life satisfaction/Parental autonomy support分类
医药卫生引用本文复制引用
文丹凤,赵俊峰..公费师范生教师职业认同对生活满意度的影响:有调节的中介模型[J].中国健康心理学杂志,2024,32(4):491-497,7.基金项目
全国教育科学规划教育部青年课题项目(编号:EBA190465) （编号:EBA190465）
