Professional Identity of Normal University Students from the Perspective of Public Service Motivation

The Moderating Effect of Life History Strategies

DOI

10.2991/assehr.k.220704.221How to use a DOI?

Keywords

public service motivation; teacher professional identity; life history strategy; normal student

Abstract

Exploring the influence mechanism of public service motivation on teacher professional identity of normal students will help to enhance the willingness of normal students to teach. The public service motivation scale, teacher professional identity scale and life history strategy scale were used to measure 402 normal college students. It was found that: (1) there were significant positive correlations among teacher professional identity, public service motivation and life history strategy of normal university students; (2) Public service motivation could positively predict teacher professional identity of normal university students; (3) Life history strategy moderated the relationship between public service motivation and teachers’ professional identity to a certain extent. Compared with the individuals with the “slow” strategy, the public service motivation of the individuals with the “fast” strategy had a more obvious effect on the promotion of teachers’ professional identity. The results reveal the formation mechanism of teachers’ professional identity, expand the scope of public service motivation, and have a certain guiding role in the career development of normal university students.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Long An
PY  - 2022
DA  - 2022/07/11
TI  - Professional Identity of Normal University Students from the Perspective of Public Service Motivation
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 1217
EP  - 1225
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.221
DO  - 10.2991/assehr.k.220704.221
ID  - An2022
ER  -