Tan, X.H. and Liu, H. (2014) Relationship between Teacher Professional Identity and Study Engagement of Normal College Students. Journal of Mianyang Normal University, 33, 118-121 + 126.

has been cited by the following article:

• TITLE: The Relationship between Professional Identity and Career Maturity among Pre-Service Kindergarten Teachers: The Mediating Effect of Learning Engagement

  AUTHORS: Liying Zhang, Meirong Chen, Xiaoqing Zeng, Xinqiang Wang

  KEYWORDS: Pre-Service Kindergarten Teachers, Professional Identity, Leaning Engagement, Career Maturity

  JOURNAL NAME: Open Journal of Social Sciences, Vol.6 No.6, June 20, 2018

  ABSTRACT: Objective: To investigate the mediating role of leaning engagement in the relationship between professional identity and career maturity. Methods: 711 pre-service kindergarten teachers completed the Professional Identification Scale, the College Students’ Career Maturity Questionnaire and the Utrecht Work Engagement Scale-student. Results: 1) There are significant difference in professional identity and career maturity on grades, different level of parents’ education and whether part-time work. 2) Professional identity, career maturity, and learning engagement were significantly correlated with each other. 3) Career maturity partially mediated the relationship between professional identity and learning engagement. Conclusion: Professional identity directly influences learning engagement, and also influences learning engagement through the partial mediating effects of career maturity.