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Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China

Year: 2020

Type: article

Abstract: The relationship among the social support, professional identity, and academic self-efficacy (ASE) of Chinese preservice special education teachers are explored by measuring the perceived social support, professional identity, and ASE of 302 undergraduate students. Results of the multiple regression are as follows. (1) A significant positive correlation exists among ASE, social support, and professional identity. When preservice special education teachers perceive high social support, they have a high sense of professional identity and high ASE. (2) Professional identity exerts a full mediation effect on the relationship between social support and ASE. In particular, social support positively influences ASE via professional identity. The results are discussed at the end of this paper and recommendations for improving the ASE of preservice special education teachers are presented.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2020.00374

Authors: Xiaomeng Chen, Jingxun Zhong, Manli Luo, Minghui Lu

Institutions: South China Normal University, Guangzhou University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,950