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

Abstract

Objective: To investigate the mediating role of leaning engagement in the re- lationship 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 par- ents’ 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 profes- sional identity and learning engagement. Conclusion: Professional identity directly influences learning engagement, and also influences learning en- gagement through the partial mediating effects of career maturity.