Volume 3,Issue 9
政策因素与职业使命感对职前教师身份认同的影响
为探讨教育政策因素、职业使命感对职前教师身份认同的影响，并检验家人支持在这一过程中的调节作用，本研究采用问卷调查法展开实证研究。 研究对象为河南省四地市的800名公费师范生，采用整群抽样方式选取。 结果表明：教育政策、职业使命与身份认同之间关系密切；职业使命在支持政策与身份认同间起完全中介作用，在限制性政策与身份认同间起部分中介作用；在支持性政策条件下，家人支持对职业使命的调节作用显著，有调节的中介模型成立。
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