The Influence Of Psychological Adaptation On Professional Identity Of Students In Kindergarten Teachers School:the Mediating Effect Of Academic Self-efficacy

Professional identity refers to the acceptance and recognition of students of kindergarten teachers school for their major and future career as kindergarten teachers.Their professional identity has an important influence on the completion of their studies and the growth of preschool teachers,which is of great practical significance to the construction of China's kindergarten teachers.Psychological adaptation refers to the psychological and behavioral response state caused by physical and mental changes and environmental changes.Academic self-efficacy refers to the prediction,judgment and confidence in their ability to complete or succeed in their studies.Psychological adaptation affects the study and life of students of kindergarten teachers school from the aspects of physiology,emotion,study,interpersonal relationship,life and society,and academic self-efficacy directly affects their professional study.This study took pre-school education students of CDGY School as the research object.The relationship between psychological adaptation,academic self-efficacy and professional identity of students of kindergarten teachers school was studied through questionnaire survey.The following research results were obtained:(1)there are significant differences in professional volunteers,professional understanding and class grades.(2)There is a significant positive correlation between physiological adaptation,emotional adaptation,and interpersonal adaptation,learning adaptation,social adaptation and life adaptation and professional identity.In the various dimensions of psychological adaptation,interpersonal adaptation and learning adaptation have a significant positive predictive effect on professional identity.Physiological adaptation,emotional adaptation,social adaptation,and life adaptation have no obvious predictive effect on professional identity.(3)There was a significant negative correlation between physiological adaptation and academic self-efficacy,and a significant positive correlation between interpersonal adaptation and learning adaptation and academic self-efficacy.Physiological adaptation has a significant negative predictive effect on academic self-efficacy and learning adaptation has a significant positive predictive effect on academic self-efficacy.Interpersonal adaptation has no significant predictive effect on academic self-efficacy.(4)There was significant positive correlation between academic self-efficacy and professional identity.Academic self-efficacy has significant positive predictive effect on professional identity.(5)Academic self-efficacy has a complete intermediary role between learning adaptation and professional identity.According to the research conclusion,four Suggestions are put forward.One is to develop systematic mental health education to improve their psychological adaptability.Second,we should reform the teaching mode to encourage teachers and students to actively participate in professional learning and improve their academic self-efficacy.Third,provide education and consultation on their major to enhance the professional identity of students.Fourth,the education function of family,school and society should be played to promote professional identity and improve education quality.