Skip to main content

ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1463557
This article is part of the Research Topic Innovation in Developmental Psychology, Education, Sports, and Arts: Advances in Research on Individuals and Groups - Volume II View all 13 articles

The Influence of Achievement Motivation on the Educational Practice Ability of Pre-Service Teachers: The Multiple Mediating Role of Professional Identity and Learning Engagement

Provisionally accepted
Yanhong Peng Yanhong Peng 1CAI ZHANG CAI ZHANG 2*
  • 1 Huainan Normal University, Huainan, China
  • 2 Beijing Normal University, Beijing, Beijing Municipality, China

The final, formatted version of the article will be published soon.

    According to Bronfenbrenner's bioecological model of human development， focus on exploring the mechanism of person characteristics (achievement motivation) in their own development (improvement of educational practice ability). A survey was conducted on 1225 pre-service teachers in Anhui Province, China, using the Achievement Motivation Scale, Professional Identity Scale, Learning Engagement Scale, and Educational Practice Ability Scale. The results showed that: ① Achievement motivation can significantly and positively predict pre-service teachers' educational practice ability; ② Achievement motivation can indirectly affect preservice teachers' educational practice ability through the mediating effects of professional identity and learning engagement; ③ Professional identity and learning engagement play a chain mediated role in the impact of achievement motivation on preservice teachers' educational practice ability. The above results enrich the bioecological model of human development and provide empirical evidence for improving the educational practical ability of pre-service teachers by starting from person characteristics such as motivation, engagement, and attitude.

    Keywords: ：pre-service teachers, educational practice ability, achievement motivation, professional identity, Learning engagement

    Received: 12 Jul 2024; Accepted: 10 Sep 2024.

    Copyright: © 2024 Peng and ZHANG. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: CAI ZHANG, Beijing Normal University, Beijing, 100875, Beijing Municipality, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.