The Relationship between Student Teachers’ Professional Identity and Anxiety: The Moderating Role of Campus Pressure

Shanyu Lin,Liwen Chen,Yibing Wang,Juncheng Zhu,Xinqiang Wang

doi:10.4236/jss.2017.56019

Abstract

Objective: To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables. Methods: A questionnaire survey was conducted among 325 student teachers by using the Professional identity scale, State-Trait Anxiety Inventory and Campus stress scale. Results: 1) Professional identity of student teachers is an influencing factor of anxiety, and it can be significantly negative to predict the degree of anxiety. 2) Campus pressure plays a moderating role in the relationship between professional identity and anxiety; it negatively impacts the relationship between professional identity and anxiety. Conclusion: The relationship between student teachers’ professional identity and anxiety is moderated by the pressure of the campus.

Highlights

For the training and development of student teachers, the previous scholars are more focused on emphasizing the development of student teachers’ professional knowledge and professional competence [1]
1) Professional identity of student teachers is an influencing factor of anxiety, and it can be significantly negative to predict the degree of anxiety
Four dimensions were contained: professional willing, professional volition, professional values, and professional efficiency [2]

Summary

Introduction

For the training and development of student teachers, the previous scholars are more focused on emphasizing the development of student teachers’ professional knowledge and professional competence [1]. Professional identity is a combination of beliefs, values, motivations, and experiences, and people define their own values through this professional role [4] It is the concept of a number of researches in the field of psychological education research, especially in the study of professional identification of student teachers. Research and analysis of the relationship between professional identity and anxiety and to explore the effect of campus pressure on its moderating role, which will help to understand the influence of the professional identity status of student teachers on their anxiety, and will put forward concrete countermeasures for the effective training and intervention of student teachers. The data obtained from the questionnaire is analyzed and tested to explore the student teachers’ professional identity, anxiety and the relationship between these three pressures, in order to student teachers for the effective development of mental health education to provide a new theoretical basis. A total of 400 questionnaires were distributed and 325 valid questionnaires were collected, including 77 boys and 248 girls; freshman sophomore students a total of 158 students, juniors and seniors a total of 167; students of the average age of 20 years old

Materials

Result

Discussed

The Moderating Role of Campus Pressure

Findings

Conclusions and Its Practical