How Does the Social Support Influence Junior College Students’ Occupational Identity in Pre-school Education?

Abstract

ObjectiveThis study aimed to investigate the multiple mediating effects of achievement motivation and subjective wellbeing between social support and individual occupational identity.MethodsQuestionnaire method was used in this study. 565 junior college students majoring in pre-school education were tested by social support scale, achievement motivation scale, subjective wellbeing scale, and occupational identity scale.Results(1) There isn’t significant relationship between perceptions of social support and individual occupational identity. (2) Achievement motivation and subjective wellbeing individually play a mediating role between social support and individual occupational identity. (3) Achievement motivation and subjective wellbeing play a chain mediating effect between elf-efficacy and individual occupational identity.ConclusionSocial support can indirectly predict professional identity of pre-school “would-be teachers” through the mediating effect of achievement motivation, subjective wellbeing and the chain mediating effect of achievement motivation and subjective wellbeing.

The relationship between social support and professional identity of health professional students from a two-way social support theory perspective: chain mediating effects of achievement motivation and meaning in life

“…In this study, we found that achievement motivation had an independent mediating role between receiving social support and professional identity, which was consistent with the results of Huang [49] et al Based on Herzberg's Two-Factor Theory, receiving social support could promote some external factors relating to health professional students' professional satisfaction, such as occupational environment and interpersonal relationships, and thereby enhance achievement motivation [83]. health professional students' achievement motivation refers to their intrinsic drive to achieve academic and professional achievement.…”

“…Therefore, giving social support can also promote individuals' estimation on the possibility of success and improve their motivation to pursue success by supporting them both socially and psychologically. A study on college students showed that achievement motivation can increase the level of professional identity of college students majoring in preschool education [49], which was consistent with the results of Ge [50] on general practitioners. Above all, we hypothesized that achievement motivation might have mediating effects between receiving and giving social support and professional identity (Referred as H2 in this article).…”

“…At the same time as the mediating effect is established in the chain of achievement motivation and meaning in life, receiving and giving social support significantly predict professional identity, suggesting that achievement motivation and meaning in life played a partially mediating role in the process. Huang et al [49] found that achievement motivation and subjective well-being had a chain mediating effect between receiving social support and professional identity, and that subjective well-being played a more important mediating role than achievement motivation. Huang's results were similar to the findings concerning the role of meaning in life in the chained-mediation in the present study.…”

“…Social support was believed to be a key factor in this process. The direct effects model of social support shows that social support networks can directly lead to positive psychological states, including a sense of purpose, belonging, security, and self-identity [ 15 , 16 ]. Based on Maslow’s hierarchy of needs theory [ 17 ], it can be found that receiving or sensing social support from classmates, teachers, or health professionals can help individuals find a sense of belonging in the learning or working environment.…”

The influence of challenge research stressors on research creativity among Chinese doctoral students: a mediated moderation model

“…Second, since achievement motivation positively predicts the research creativity of doctoral students, supervisors and departments can take steps to enhance it. Previous studies have shown that a supportive academic atmosphere and learning environment are key elements in enhancing students' achievement motivation (Baeten et al, 2013;Huang et al, 2022). Therefore, it is important to create a supportive and tolerant academic environment in which doctoral students are encouraged to address research challenges.…”