How Does Career Calling Influence Preservice Teachers' Learning Engagement? A Multiple Mediating Roles of Occupational Self-Efficacy and Vocational Outcome Expectation

This study used social cognitive career theory (SCCT) to explore the relationships between career calling, occupational self-efficacy, vocational outcome expectation, and learning engagement among preservice teachers at a normal university in China. Data from 1,029 preservice teachers were analyzed...

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Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 874895
Main Authors Shang, Weiwei, Yu, Tianzuo, Liang, Xianping, Wang, Ji, Su, Jiming
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 17.05.2022
Subjects
career calling
learning engagement
occupational self-efficacy
preservice teacher
Psychology
social cognitive career theory
vocational outcome expectation
learning engagement
vocational outcome expectation
social cognitive career theory
career calling
occupational self-efficacy
preservice teacher
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Summary:This study used social cognitive career theory (SCCT) to explore the relationships between career calling, occupational self-efficacy, vocational outcome expectation, and learning engagement among preservice teachers at a normal university in China. Data from 1,029 preservice teachers were analyzed using Structural Equation Modeling. The results revealed that career calling was found to be significantly and positively affected on learning engagement; occupational self-efficacy and vocational outcome expectation were identified as key mediators of this relationship. These findings advance our knowledge of how best to promote the learning engagement of preservice teachers and may inform the future design of teacher development programs.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Pei Sun, Tsinghua University, China
These authors have contributed equally to this work and share first authorship
Reviewed by: Erica R. Hamilton, Grand Valley State University, United States; Kang Ma, Yancheng Teachers University, China
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.874895