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Wang, Y. (2015) The Features of Teacher Professional Identity and Its Relationship with Academic Achievement and Academic Engagement among Tuition-Free Normal College Students. Research on Higher Education in Heilongjiang Province, 11, 96-100.

has been cited by the following article:

• TITLE: The Relationship between Professional Identity and Career Maturity among Pre-Service Kindergarten Teachers: The Mediating Effect of Learning Engagement

  AUTHORS: Liying Zhang, Meirong Chen, Xiaoqing Zeng, Xinqiang Wang

  KEYWORDS: Pre-Service Kindergarten Teachers, Professional Identity, Leaning Engagement, Career Maturity

  JOURNAL NAME: Open Journal of Social Sciences, Vol.6 No.6, June 20, 2018

  ABSTRACT: Objective: To investigate the mediating role of leaning engagement in the relationship between professional identity and career maturity. Methods: 711 pre-service kindergarten teachers completed the Professional Identification Scale, the College Students’ Career Maturity Questionnaire and the Utrecht Work Engagement Scale-student. Results: 1) There are significant difference in professional identity and career maturity on grades, different level of parents’ education and whether part-time work. 2) Professional identity, career maturity, and learning engagement were significantly correlated with each other. 3) Career maturity partially mediated the relationship between professional identity and learning engagement. Conclusion: Professional identity directly influences learning engagement, and also influences learning engagement through the partial mediating effects of career maturity.