On The Relationship Between The Professional Identity, Achievement Motivation And Social Support Of Students In The Preschool Teachers College

At present, preschool education is faced with the problems of the imbalance betweensupply and demand, staff shortage and so on. After graduation, many young students wouldnot be engaged in the preschool work. So the preschool teacher turnover is one of the reasonsto cause the above problems. In this social context, the professional identity of students inPreschool Teachers College must be concerned about, which is the focal point ofthe preschool teacher education, the strengthening of the professional identity of students inPreschool Teachers College is the important safeguard to stabilize the teaching staff in thefuture.The professional identity of students in Preschool Teachers College (hereinafter referredto as "the students") is studied in this study to analyze the present situation of the professionalidentity of the students and research the related factors. Simultaneously, the influence onprofessional identity from the internal factors (achievement motivation) and externalfactors (social support) is studied from the perspective of psychology to research thepsychological patterns.A simple sampling method is used in this study, taking the students of different gradesand majors in as research objects. Questionnaires used in the study include professionalidentity questionnaire, social support scale and achievement motivation scale.530questionnaires were distributed and496were valid, so the efficiency is93.58%. SPSS17.0is used to analyze the collected data and the conclusions are as follows:(1) The overall situation of the students’ professional identity is in good condition and itis in the medium level;(2) Significant difference has been found in the overall professional identity level andthe factors of emotion, behavior, fitting and cognition in different grades, majors, theprofessional information prior to admission and practical experience. The cognition factor isnot significantly different in the choice and performance, the behavior factor isnot significantly different in the voluntary choice.(3) Besides the less correlation between the motive to avoid failure and the emotion factor, the achievement motivation score, the motive to achieve success and the motive toavoid failure are significantly correlated with the professional identity and its four factors.The stronger the motive to achieve success is, the higher the professional identity is. But themotive to avoid failure is merely significant in behavior factor and fitting factor.(4) In addition to the insignificant link between the objective support dimension and theemotional factor, the three dimensions of social support and professional identity show aremarkable positive correlation with its emotion, behavior, fitting and cognition factors. Thehigher the degree of social support is, the stronger the professional identity is.(5) Both the achievement motivation and social support have significant predictive effecton professional identity, which is greatly impacted by the latter. Because achievementmotivation is the intermediary variable between social support and professional identity, partof social support influences professional identity through achievement motivation.By combining the students’ professional identity, achievement motivation and socialsupport, the study reveals the relationship among them. The results provide suggestionsfor the reform of preschool teachers’ college education.