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Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

机译：中国学前班教师的专业身份与教育计划绩效的联系：任务价值信念和学习动机的作用

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摘要

Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.
机译：专业身份是涵盖整个教师职业发展的关键问题。尽管现有大量研究职业身份的研究，但它与初级职业阶段（即职前教育中的GPA）与职业相关行为的联系以及构成该协会基础的潜在过程仍未得到充分理解。这项研究探讨了中国职前教师的职业身份，及其与任务价值信念，内在学习动机，外在学习动机和教育计划绩效的联系。对课程（学科课程和教学法课程）的平均绩点（GPA）进行了检查，以作为绩效的指标，并使用问卷调查了其余变量。来自教师培训计划的前三年中的606名职前教师的数据表明：（1）除固有学习动机与计划绩效之间的相关性外，本研究中的各个变量都彼此显着相关； （2）在结构方程模型（SEM）中，职业认同与任务价值信念，内在和外在的学习动机以及计划绩效呈正相关； （3）任务价值信念与内在和外在学习动机呈正相关； （4）更高的外部（而非内在）学习动机与程序性能的提高相关； （5）任务价值信念和外部学习动机是模型的重要中介。

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