The relationship between social support and learning engagement among Chinese preschool teacher trainees: the chain mediating effect of psychological capital and professional identity
Findings underscore the protective role of social support, psychological capital, and professional identity in academic contexts, suggesting that it promotes the learning engagement among preschool teacher trainees. Accordingly, this study proposes a tripartite educational model encompassing "external support-psychological empowerment-identity construction" to optimize the practices of talent cultivation for preschool teacher trainees.
Authors
- Meng Zhang (ORCID: https://orcid.org/0000-0002-1751-1494)
- Liqing Li (ORCID: https://orcid.org/0000-0001-8297-309X)
- Guanghua Wang
Institutions
- Shanghai Normal University (CN)
- East China Normal University (CN)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-10-27
- DOI
- https://doi.org/10.3389/fpsyg.2025.1687253
- Primary Topic
- Motivation and Self-Concept in Sports
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Jilin Office of Philosophy and Social Science
- Division of Undergraduate Education