<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">SDME</journal-id><journal-title-group><journal-title>Scientific Development of Modern Education</journal-title></journal-title-group><issn>2998-9027</issn><eissn>2998-9043</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/SDME.2025310023</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>政策因素与职业使命感对职前教师身份认同的影响</title><url>https://artdesignp.com/journal/SDME/2/31/10.61369/SDME.2025310023</url><author>周广亚,龚钰淇</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>2</volume><issue>31</issue><history><date date-type="pub"><published-time>2025-12-12</published-time></date></history><abstract>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。</abstract><keywords>职前教师,身份认同,教育政策,职业使命感,家人支持</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 封子奇. 免费师范生教师职业认同及其影响因素研究[J]. 河北师范大学学报 ( 教育科学版), 2010,12(7):69&amp;ndash;75.[2] 赵宏玉, 张晓辉. 教育政策对免费师范生从教动机、职业认同的影响[J]. 北京师范大学学报 ( 社会科学版), 2015， (4)： 51&amp;ndash;59.[3] 王智超，杨颖秀．地方免费师范生：政策分析及现状调查[J]. 教育研究，2018，（5）：76-82．[4] Dahling, J. J., &amp;amp; Thompson, M. N. . Contextual supports and barriers to academic choices: A policy-capturing analysis[J]. Journal of Vocational Behavior.2010, 77(3):374&amp;ndash;382.[5] Dik, B. J., &amp;amp; Duffy, R. D. Calling and vocation at work: Definitions and prospects for research and practice. The Counseling Psychologist.2009, 37(3), 424-450.[6] Dobrow, S. R., &amp;amp; Tosti-Kharas, J. Calling: The development of a scale measure[J]. Personnel Psychology.2011,64(4): 1001-1049.[7] Hirschi, A. Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy[J]. Journal of Counseling Psychology. 2012,59(3):479-485.[8] Duffy, R. D., &amp;amp; Dik, B. J. Research on calling: What have we learned and where are we going? [J] Journal of Vocational Behavior. 2013,83(3): 428-436.[9] 田喜洲，谢晋宇，吴孔珍．倾听内心的声音: 职业生涯中的呼唤研究进展探析[J]．外国经济与管理，2012，34( 1) : 27-35．[10] Friesen, M. D. ＆ Besley, S. C.. Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 2013, 36,23 － 32.[11] 周广亚，王明辉，王恩国．职前小学教师身份认同与生活、学习满意度的关系：生命意义的中介作用[J]. 心理研究，2022，15（3）：276-281．[12] 李飞飞. 师范生教师职业使命感问卷的编制及应用[D]. 东北师范大学硕士论文. 2016[13] Mockler, N.. Beyond &amp;lsquo;what works': Understanding teacher identity as a practical and political tool[J]. Teachers and Teaching. 2011, 17(5):517&amp;ndash;552.[14] Hirschi A. Callings in career: A typological approach to es sential and optional components[J]. Journal of Vocational Behavior, 2011, 79(1): 60-73.[15] Ireland, G. W., &amp;amp; Lent, R. W.. Career exploration and decisionmaking learning experiences: A test of the career self-management model[J]. Journal of Vocational Behavior. 2018 ,106:37&amp;ndash;47.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
