文献类型：期刊文献

中文题名：教育实践满意度对师范生职业认同感的影响——心理资本和心理契约的链式中介模型

英文题名：The Impact of Educational Practice Satisfaction on Normal Students’Professional Identity——The Chain Mediating of Psychological Capital and Psychological Contract

作者：任永灿[1];郭元凯[2]

第一作者：任永灿

机构：[1]北京联合大学师范学院,北京100011;[2]中国青少年研究中心,北京100089

第一机构：北京联合大学师范学院

年份：2022

卷号：34

期号：1

起止页码：86-93

中文期刊名：教师教育研究

外文期刊名：Teacher Education Research

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2020】；CSSCI:【CSSCI2021_2022】；

基金：2021年教育部人文社会科学研究青年项目(21YJC880060)。

语种：中文

中文关键词：教育实践满意度;职业认同感;心理资本;心理契约

外文关键词：educational practice satisfaction;professional identity;psychological capital;psychological contract

摘要：教育实践是师范生"职前—职后"的重要衔接期,师范生对自身教育实践满意度的高低直接关系其对教师职业的理解及认同。本文采用问卷法,以864名师范生为研究对象,基于社会认知理论和社会交换理论,探讨教育实践满意度对师范生认同感的作用机制及边界条件。结果发现:教育实践满意度正向影响师范生职业认同感;心理资本、心理契约分别在教育实践满意度与师范生职业认同感之间发挥部分中介作用,心理资本→心理契约也在二者之间起链式中介作用;自我职业生涯管理分别在教育实践满意度与职业认同感、心理资本与职业认同感、心理契约与职业认同感之间发挥调节作用。
Educational practice is an important transition period between pre-service and post-employment for normal students.The level of satisfaction of normal students with their own practical experience is related to their understanding and recognition of teachers.This study used the questionnaire method,taking 864 normal students as the research object,based on the theory of social cognition and social exchange,to explored the internal mechanism and boundary conditions of the educational practice satisfaction on the professional identity of normal students.The results found:Educational practice Satisfaction positively affected the professional identity of normal students.Psychological capital and psychological contract partly played the mediating role between the educational practice satisfaction and the professional identity of normal students,psychological capital→psychological contract also played a chain mediating role between the two.Self-career management played a moderating role between educational practice satisfaction and professional identity,psychological capital and professional identity,psychological contract and professional identity.