Author(s)

Liying Zhang¹, Meirong Chen², Xiaoqing Zeng^3*, Xinqiang Wang³

¹School of Education, Jiangxi Normal University, Nanchang, China.
²Department of Education, Nanchang Normal University, Nanchang, China.
³School of Psychology, Jiangxi Normal University, Nanchang, China.

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.

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

Zhang, L. , Chen, M. , Zeng, X. and Wang, X. (2018) The Relationship between Professional Identity and Career Maturity among Pre-Service Kindergarten Teachers: The Mediating Effect of Learning Engagement. Open Journal of Social Sciences, 6, 167-186. doi: 10.4236/jss.2018.66016.