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.
https://doi.org/10.4236/jss.2017.56019

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.