教育实习对师范生职业认同感的双刃剑效应——基于角色压力和职业获益感的双中介模型

The Double-Edge Sword Effects of Education Practice to Normal Students'Professional Identity——Multiple Mediation Models Based on Role Stress and Perceived Professional Benefits

教育实习是师范生职前—职后的重要衔接期。师范生对自身教育实习满意度的高低直接关系其对教师职业的理解及认同。以864名在读师范生为样本,基于社会认知理论和资源保存理论,研究构建了以职业获益感为促进机制和以角色压力为抑制机制的双重中介模型,并引入重要他人支持这一调节变量。结果发现:教育实习既能激发师范生职业获益感进而提升其职业认同感,也易使师范生产生角色压力进而削弱其职业认同感。重要他人支持起到缓冲作用,正向调节教育实习与职业获益感之间的关系,负向调节教育实习与角色压力之间的关系。

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 experiences is related to their understanding and recognition of teachers.Based on the social cognition theory and the conservation of resource theory,this study proposed a parallel multiple mediation model where the role stress as the suppression mechanism and perceived professional benefits as the promotion mechanism in the relationship between educational practice and pre-service teachers'professional identity,and introduced support from significant others as a moderator.Using survey data from 864 pre-service teachers,it found that educational practice would lead to role stress,which in turn do harm to the pre-service teachers'professional identity;edu-cational practice might evoke the pre-service teachers'perceived professional benefits,which subsequently promotes professional identity.Support from significant others positively moderated the relationship between educational practice and the pre-service teachers'perceived professional benefits,negatively moderated the relationship between educational practice and the pre-service teachers'role stress.