The Relationship between Student Teachers’ Professional Identity and Anxiety: The Moderating Role of Campus Pressure

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DOI: 10.4236/jss.2017.56019    1,325 Downloads   2,850 Views  Citations

ABSTRACT

Objective: To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables. Methods: A questionnaire survey was conducted among 325 student teachers by using the Professional identity scale, State-Trait Anxiety Inventory and Campus stress scale. Results: 1) Professional identity of student teachers is an influencing factor of anxiety, and it can be significantly negative to predict the degree of anxiety. 2) Campus pressure plays a moderating role in the relationship between professional identity and anxiety; it negatively impacts the relationship between professional identity and anxiety. Conclusion: The relationship between student teachers’ professional identity and anxiety is moderated by the pressure of the campus.

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Lin, S.Y., Wang, X.Q., Chen, L.W., Zhu, J.C. and Wang, Y.B. (2017) The Relationship between Student Teachers’ Professional Identity and Anxiety: The Moderating Role of Campus Pressure. Open Journal of Social Sciences, 5, 214-223. doi: 10.4236/jss.2017.56019.

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