A Man Who Knows What He Wants－專業認同對師資生生涯決策效能、結果期待、學習倦怠與生涯希望感的調節效果

Chia-Cheng Chen; Chao-Hsiang Hung

doi:10.6209/JORIES.202303_68(1).0001

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P1 - 33

社会科学 > 教育学

DOI： 10.6209/JORIES

书目管理工具

相关连结

问题回报

全文下载

A Man Who Knows What He Wants－专业认同对师资生生涯决策效能、结果期待、学习倦怠与生涯希望感的调节效果

A Man Who Knows What He Wants - The Moderation Effects of Professional Identity on Career Self-Efficacy, Outcome Expectation, Learning Burnout, and Career Hope in Preservice Teachers

陈嘉成(Chia-Cheng Chen) ；洪兆祥(Chao-Hsiang Hung)

教育科学研究期刊； 68 卷 1 期 (2023 / 03 / 01) ， P1 - 33

繁体中文;英文 DOI： 10.6209/JORIES.202303_68(1).0001

生涯希望感；生涯决策效能；专业认同；结果期待；学习倦怠； career hope ； career self-efficacy ； profession identity ； outcome expectation ； burnout

0 个人觉得这篇文章赞

摘要 │ 参考文献 (72) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The common expression a man who knows what he wants emphasizes the notion that individuals should be certain about their goals and not be limited by others or be unenthusiastic; this trait is essential in career planning. Owing to the influence of Confucian culture and the practice of attaching importance to academic achievements in East Asian countries, teaching jobs are considered honorable. Therefore, many Taiwanese college students are inclined to become teachers. In Taiwan, college students who aspire to become full-time teachers must enroll in a teacher education program, complete this program successfully, and pass a teacher certification exam. Therefore, preservice teachers also function as students at teacher education centers and complete relevant courses. Preservice teachers hope to teach in the future; however, their departments often allure them into pursuing careers related to departmental expertise. Hence, preservice teachers may have to choose between teaching or department-related profession - a situation we called professional identity dilemma. Regardless of their choice, they must invest time in both the teacher education program and their departmental coursework. Furthermore, because of the uncertainty related to passing the teacher certification exam, many preservice teachers experience learning burnout and feel hopeless regarding their careers. A review of studies on social cognitive career theory indicated that career self-efficacy has been determined to be the most predictive variable in studies on career development. Accordingly, we believe that preservice teachers with high competence in career-related decision-making experience low levels of learning burnout and high levels of career hope. Expectancy-value theory proposed by Wigfield and Eccles (2000) states that the willingness of individuals to invest in learning depends mainly on their expectation of success and the value of learning. If preservice teachers expect that they can become teachers successfully and if becoming a teacher is consistent with their values, they tend to invest in learning and persevere. Therefore, this study argues that expectation would function as a mediator of motivation. On the basis of both social cognitive career theory and expectancy-value theory, this study evaluated the mediating effects of preservice teachers' outcome expectations on their career self-efficacy, learning burnout, and career hope. Specifically, the study investigated whether the effects of preservice teachers' career self-efficacy on their learning burnout and career hope are mediated by outcome expectations. The identification of a mediating effect would suggest that teacher education centers must focus on promoting positive outcome expectations in preservice teachers. In addition, the study explored whether the professional identity of preservice teachers moderates the relationship of outcome expectations with learning burnout and career hope. A significant level of moderation would indicate that during teacher training, the professional identity of preservice teachers must be considered in addition to positive outcome expectations. Although preservice teachers enroll in teacher education programs, they may face challenges related to learning adaptation if they do not identify themselves as future teachers. Because professional identity is crucial, this study further investigated the factors influencing preservice teachers' identity as teachers as well as their identity as specialists in their department-related fields. This study conducted a questionnaire survey; a total of 928 responses were collected, of which 915 were regarded as valid after data screening (effective questionnaire rate, 98.60%). In terms of sex distribution, 74% of the respondents were women. Regarding grade distribution, 23% of the respondents were sophomores, 25% were juniors, 23% were seniors, 7% were deferred graduates, and 22% were graduate students. Data analysis was performed using SPSS (version 21.0), AMOS (version 21.0), and PROCESS (version 3.5). Confirmatory factor analysis was performed first to test the fitness of the assessment model for each scale. Subsequently, a path model was used to explore the factors mediating the relationships between career self-efficacy, outcome expectations, learning burnout, and career hope. The results revealed that outcome expectations exerted a significant mediating effect on the other variables. Moreover, professional identity exerted marked effects on outcome expectations, learning burnout, and career hope, with no disordinal interaction with learning burnout and career hope. Preservice teachers with high career self-efficacy and strong professional identity as teachers also exhibited high career outcome expectation. Preservice teachers with a stronger professional identity as teachers, even if they exhibited lower career self-efficacy, had higher outcome expectations than did those with higher career self-efficacy and a stronger professional identity as specialists in their department-related fields. Furthermore, preservice teachers with a stronger professional identity as teachers and higher outcome expectations experienced lower levels of learning burnout and higher levels of career hope. Preservice teachers with a stronger professional identity as teachers displayed adaptive motivational patterns compared with those with a stronger professional identify as specialists in their department-related fields. Finally, future perspective and perseverance were identified to be two discriminative variables influencing the professional identity of preservice teachers. On the basis of the aforementioned findings, this study proposes the following recommendations. Expectation functions as a mediator of career development; however, expectation is shaped by reasonable introspection and anticipated challenges. Therefore, teacher education programs must focus on helping preservice teachers establish reasonable career expectations. The present study does not advocate for teacher education programs; instead, it provides a reminder that students should be certain about their career goals. Students whose values are consistent with the role of a teacher must pursue a teaching career, whereas those who have strong affinity toward and high efficiency in their department-related professions must pursue relevant career options. Finally, the training of preservice teachers includes the development of their professional identity. However, this is a long-term development process, and the training process varies across teacher education schools. Therefore, schools may establish a database of school affairs to record the characteristics and features of students (preservice teachers) through longitudinal data collection.

参考文献 ( 72 ) 〈TOP〉

吴淑祯（2018）。生涯韧力：大学青年的生涯逆境知觉及其因应策略之研究。教育科学研究期刊，63（3），197-230。https://doi.org/10.6209/JORIES.201809_63(3).0007【Wu, S.-C. (2018). Career resilience: Career adversities and the effects of coping strategies on higher education students’ career path. Journal of Research in Education Sciences, 63(3), 197-230. https://doi.org/10.6209/JORIES.201809_63(3).0007】
连结：
陈嘉成、洪兆祥（2020）。人无远虑，必有近忧：艺术大学师培生与非师培生之生涯发展模式差异分析。教育与心理研究，43（4），1-32。https://doi.org/10.3966/102498852020124304001 【Chen, C.-C., & Hung, C.-H. (2020). “Failing to plan” is “planning to fail”? The differences of career expansion model between teacher program students and non-teacher program students at an arts university. Journal of Education & Psychology, 43(4), 1-32. https://doi.org/10.3966/102498852020124304001】
连结：
黄秀霜、陈惠萍、甘孟龙（2014）。大学生生涯希望量表发展之研究。教育研究学报，48（1），23-44。https://doi.org/10.3966/199044282014044801002【Huang, H.-S., Chen, H.-P., & Gan, M.-L. (2014). Development of a career hope scale for university student. Journal of Education Studies, 48(1), 23-44. https://doi.org/10.3966/199044282014044801002】
连结：
赵佩晴、余民宁（2018）。未来职业意图受「情境」影响？以社会认知生涯理论分析TIMSS 2011年数学资料。教育科学研究期刊，63（3），231-255。https://doi.org/10.6209/JORIES. 201809_63(3).0008【Chao, P.-C., & Yu, M.-N. (2018). Is career-choice intention affected by “situation”? Analyzing TIMSS 2011 with social cognitive career theory. Journal of Research in Education Sciences, 63(3), 231-255. https://doi.org/10. 6209/JORIES.201809_63(3).0008】
连结：
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310. https://doi.org/10.1016/j.paid.2006.10.008
连结：

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址