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Professional Identity and Well-Being among Pre-Service Teachers: A Mediation Model of Reappraisal and Self-Esteem

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Title: Professional Identity and Well-Being among Pre-Service Teachers: A Mediation Model of Reappraisal and Self-Esteem
Language: English
Authors: Qi Hui (ORCID 0000-0001-5487-9653), Yuan Li, Ying Li, Chong Yao, Xiang Che, Rongjuan Zhu, Xuqun You
Source: Asia-Pacific Education Researcher. 2025 34(3):921-931.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Professional Identity, Well Being, Preservice Teachers, Self Evaluation (Individuals), Self Esteem, Foreign Countries, Self Concept Measures, Life Satisfaction, Measures (Individuals), Affective Measures, Mediation Theory
Geographic Terms: China
Assessment and Survey Identifiers: Satisfaction With Life Scale, Rosenberg Self Esteem Scale, Positive and Negative Affect Schedule
DOI: 10.1007/s40299-024-00908-4
ISSN: 0119-5646
2243-7908
Abstract: The present study aimed to investigate the mediating effects of self-esteem and reappraisal on the relationship between professional identity and well-being. A total of 456 Chinese pre-service teachers who responded to the Professional Identity Scale, the Emotion Regulation Questionnaire (Reappraisal subscale), the Self-Esteem Scale, the Satisfaction with Life Scale, the Scale of Positive and Negative Experience, and the Flourishing Scale. The results showed that reappraisal and self-esteem partially mediate between professional identity and well-being. The mediation analysis revealed three paths: first, the single mediating path via reappraisal; second, the single mediating path via self-esteem and three, the serial mediating path via the serial mediating path via reappraisal and self-esteem. In conclusion, the enhancement of professional identity, reappraisal, and self-esteem should be prioritized in future well-being interventions to promote health outcomes better.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488682
Database: ERIC
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  Value: <anid>AN0184992682;[gchw]01jun.25;2025May09.01:30;v2.2.500</anid> <title id="AN0184992682-1">Professional Identity and Well-Being Among Pre-Service Teachers: A Mediation Model of Reappraisal and Self-Esteem </title> <p>The present study aimed to investigate the mediating effects of self-esteem and reappraisal on the relationship between professional identity and well-being. A total of 456 Chinese pre-service teachers who responded to the Professional Identity Scale, the Emotion Regulation Questionnaire (Reappraisal subscale), the Self-Esteem Scale, the Satisfaction with Life Scale, the Scale of Positive and Negative Experience, and the Flourishing Scale. The results showed that reappraisal and self-esteem partially mediate between professional identity and well-being. The mediation analysis revealed three paths: first, the single mediating path via reappraisal; second, the single mediating path via self-esteem and three, the serial mediating path via the serial mediating path via reappraisal and self-esteem. In conclusion, the enhancement of professional identity, reappraisal, and self-esteem should be prioritized in future well-being interventions to promote health outcomes better.</p> <p>Keywords: Well-being; Professional identity; Self-esteem; Reappraisal; Pre-service teachers</p> <p>Supplementary Information The online version contains supplementary material available at https://doi.org/10.1007/s40299-024-00908-4.</p> <hd id="AN0184992682-2">Introduction</hd> <p>Teachers' well-being is crucial as it not only impacts their own physical and mental health and professional growth (Xin et al., [<reflink idref="bib67" id="ref1">67</reflink>]), but also has a significant impact on students' mental health, the quality of education and teaching, school construction, and sustainable development of education (Byrne et al., [<reflink idref="bib4" id="ref2">4</reflink>]; Glazzard & Rose, [<reflink idref="bib15" id="ref3">15</reflink>]; Narea et al., [<reflink idref="bib46" id="ref4">46</reflink>]). In particular, pre-service teachers, who are university students preparing to enter the teaching profession and gaining practical experience through school-based fieldwork (Zhu et al., [<reflink idref="bib73" id="ref5">73</reflink>]). Studies found that pre-service teachers frequently face unique challenges and that can lead to them suffer more negative emotions and poor well-being (Kyriacou, [<reflink idref="bib38" id="ref6">38</reflink>]). In fact, it is reported that pre-service teachers are at high risk in terms of poor well-being, with a significant percentage experiencing suicidal ideation (Zhang & Wei, [<reflink idref="bib71" id="ref7">71</reflink>]). As a result, governments have begun to prioritize the training of teachers' well-being competence. Embedding well-being content into teacher preparation, enhancing pre-service teachers' well-being, and teachers' emotional competence may lead to higher fidelity of implementation in schools and ultimately improve student outcomes (Corcoran, & Flaherty, [<reflink idref="bib7" id="ref8">7</reflink>]). Accordingly, the issue of pre-service teachers' well-being demands much more attention earnestly. The construct of well-being can be viewed from two philosophical orientations: hedonic and eudaimonic well-being (Ryan & Deci, [<reflink idref="bib50" id="ref9">50</reflink>]). The hedonic well-being mainly focuses on the attainment of pleasure and avoidance of pain in life, and the eudaimonic well-being focuses on the development of people's true potential, and then the fulfillment of this potential leads to high life quality. In this study, we considered these two dimensions of well-being: subjective well-being (a hedonic facet of well-being) and psychological well-being (a eudaimonic facet of well-being). Subjective well-being refers to an individual's personal assessment of their life quality, encompassing both their cognitive judgments (such as life satisfaction) and affective experiences (including positive and negative emotions) (Diener, [<reflink idref="bib10" id="ref10">10</reflink>]). Psychological well-being is often measured with Diener's scale of flourishing, which has a number of elements including purpose, supportive relationships, engagement, contribution to others, competence, optimism, being respected and being a good person (Diener, 2010).</p> <hd id="AN0184992682-3">Social Identity Theory</hd> <p>Social identity theory posits that a strong sense of professional identity contributes significantly to an individual's well-being (Tajfel &Turner, [<reflink idref="bib55" id="ref11">55</reflink>]). This phenomenon, often referred to as the "social cure," is underpinned by the psychological resources provided by the sense of social identity that comes with being a member of a group (Haslam et al., [<reflink idref="bib24" id="ref12">24</reflink>]; Jetten et al., [<reflink idref="bib32" id="ref13">32</reflink>]). These resources include adaptive emotion regulation, self-esteem, and a sense of meaning (Greenaway et al., [<reflink idref="bib18" id="ref14">18</reflink>]; Haslam et al., [<reflink idref="bib23" id="ref15">23</reflink>]; Hayes et al., [<reflink idref="bib25" id="ref16">25</reflink>]; Jetten et al., [<reflink idref="bib31" id="ref17">31</reflink>]; Jue & Ha, [<reflink idref="bib33" id="ref18">33</reflink>]).</p> <p>This theory model suggests that social group identities are the foundation from which people can access a range of psychological resources. Psychological resources can meet individuals' needs, aid them in coping with stress and challenge, enhance their well-being (Greenaway et al., [<reflink idref="bib18" id="ref19">18</reflink>]). Individual with a good sense of identity is conductive to mobilizing the available resources around them (Werner & Hochman, [<reflink idref="bib64" id="ref20">64</reflink>]). Reappraisal, as an adaptive emotion regulation strategy, is an important internal psychological resource for individuals. Individuals with good professional identity tend to choose adaptive emotion regulation strategy, so that they can better obtain external help and actively cope with stress, thus promoting individuals' well-being. Moreover, individuals who regulate their emotional state by reinterpreting the meaning of stressful stimuli tend to consider themselves more competent and worthy, and as a result they can improve self-esteem (Mouatsou & Koutra, [<reflink idref="bib45" id="ref21">45</reflink>]).</p> <p>When an individual identifies with a professional group, they will gains a positive sense of self-value from that group membership (Greco et al., [<reflink idref="bib17" id="ref22">17</reflink>]), thereby enhancing the individual's self-esteem. Base on social identity theory, self-esteem will mediate the relationship between identification and well-being. Identity fulfills self-esteem needs and so protects well-being in the short term and long term (Greenaway et al., [<reflink idref="bib18" id="ref23">18</reflink>]). As demonstrated by the above, adaptive emotion regulation strategy and self-esteem are both powerful internal resources to improve well-being. Therefore, the present study is rooted in the social identity theory and aims to explore professional identity influence well-being through different internal resources.</p> <hd id="AN0184992682-4">Literature Review</hd> <p></p> <hd id="AN0184992682-5">Professional Identity and Well-Being</hd> <p>Teachers' professional identity refers to the teacher's image of self and sense of belonging to the teaching profession group (Li & Qiu, [<reflink idref="bib40" id="ref24">40</reflink>]). As pre-service teachers continue down the path of teacher education and participate in teacher community practice, their professional identity is constantly developing (Dahl, [<reflink idref="bib8" id="ref25">8</reflink>]). Social identity theory suggests that positive organizational or group identity has an impact on individual' s perceptions, emotions, and mental health, and has emotional value and guiding significance (Graupensperger et al., [<reflink idref="bib16" id="ref26">16</reflink>]). Well-being is a facet of mental health that may be influenced by one's professional identity. Moreover, the identification of pre-service teachers with the teacher role may potentially generate conflicts with their individual roles. These conflicts signify the emotional demands of their job that require pre-service teachers to develop the ability to effectively manage their emotion in practical settings. Otherwise, they might impede pre-service teachers' learning effectiveness and dampen enthusiasm for the profession (He et al., [<reflink idref="bib26" id="ref27">26</reflink>]). Does the level of professional identity among pre-service teachers affect the utilization of adaptive emotion regulation strategies, thereby protecting pre-service teachers from negative emotions and thus promoting their level of well-being? At last, given that pre-service teachers often seek to identify with their group as a source of psychological resources (Easterbrook & Vignoles, [<reflink idref="bib12" id="ref28">12</reflink>]). Thus, it is necessary to more fully investigate the relationship between professional identity and well-being in pre-service teachers and to identify the contributions of different aspects such as reappraisal (protective emotion strategy) and self-esteem (protective resource) to this association.</p> <hd id="AN0184992682-6">Reappraisal as a Mediators</hd> <p>Emotion regulation refers to the cognitive process of managing the intake of emotionally arousing information. Reappraisal is a form of cognitive change strategy for regulating emotions, mainly involving the reinterpretation of an emotion-eliciting situation to alter emotional impact (Gross, [<reflink idref="bib19" id="ref29">19</reflink>]). The reappraisal has been shown to effectively reduce the subjective, behavioral, and mental aspects of emotions (Koole, [<reflink idref="bib37" id="ref30">37</reflink>]). Even though many factors are associated with professional identity, to our knowledge, few research studies have explored the relationship between professional identity and reappraisal. Recent research suggested that the development of self-identity is closely related to cognitive emotion regulation in that good self-identity can help individuals choose positive and effective emotion regulation strategies (i.e., reappraisal) and avoid negative ones. Also, professional identity is a form of self-identity. For pre-service teachers, professional identity is the formation process of the professional self. Moreover, studies have shown a significant relationship between reappraisal and well-being. For instance, a cross-cultural study showed that cognitive reappraisal was associated with low depression and high life satisfaction (Haga et al., [<reflink idref="bib21" id="ref31">21</reflink>]). Katana et al. ([<reflink idref="bib35" id="ref32">35</reflink>]) reported that reappraisal aimed at increasing positive emotions was positively associated with higher subjective well-being. Meanwhile, Karademas et al. ([<reflink idref="bib34" id="ref33">34</reflink>]) also suggested that reappraisal was associated with psychological well-being. Thus, it is reasonable to assume that reappraisal may play a mediating role in the relationship between professional identity and well-being in pre-service teachers.</p> <hd id="AN0184992682-7">Self-Esteem as a Mediators</hd> <p>Self-esteem can be conceptualized as an individual's appraisal of their own capabilities and worth, encompassing both cognitive evaluation and emotional experience (Yun et al., 2016). Empirical evidence suggests that self-esteem is an attitudinal construct pertaining to the self that is significantly associated with the endorsement of one's social value (Iacobucci et al., [<reflink idref="bib29" id="ref34">29</reflink>]). Social identity theory proposed that individuals can enhance their self-esteem by maintaining a positive social identity, as group identity can bolster and maintain self-worth, thereby positively predicting individual levels of self-esteem (Judyth, 2001). In addition, researchers has indicated that self-esteem is closely associated with both subjective well-being and psychological well-being (Wang & Castañeda, [<reflink idref="bib60" id="ref35">60</reflink>]; Wang & Fowler, [<reflink idref="bib59" id="ref36">59</reflink>]). Individuals with high self-esteem tend to view themselves positively and believe that they are in many ways superior to others. Such individuals are often better equipped to navigate various challenges, resulting in higher levels of subjective well-being (Baumeister et al., [<reflink idref="bib3" id="ref37">3</reflink>]). Also, empirical studies have demonstrates that self-esteem significantly predicted one's level of psychological well-being (Lin, [<reflink idref="bib43" id="ref38">43</reflink>]). Based on these views, we proposed that self-esteem might account for the positive effect of pre-service teacher professional identity on well-being.</p> <hd id="AN0184992682-8">Reappraisal and Self-Esteem as Serial Mediators</hd> <p>Following the initial formulation of the process model of emotion regulation by Gross ([<reflink idref="bib19" id="ref39">19</reflink>]), research has indicated that individuals who employ cognitive reappraisal as an emotional regulation strategy tend to possess higher levels of self-esteem (Teixeira et al., [<reflink idref="bib57" id="ref40">57</reflink>]). In addition, several studies suggest that reappraisal is an important antecedent variable of self-esteem (Gross & John, [<reflink idref="bib20" id="ref41">20</reflink>]; Xiaoyun et al., [<reflink idref="bib66" id="ref42">66</reflink>]). Longitudinal study has also shown that individuals who frequently use cognitive reappraisal on a daily basis may have higher self-esteem and better psychological adjustment (Nezlek & Kuppens, [<reflink idref="bib47" id="ref43">47</reflink>]). Individuals who often use reappraisal strategies tend to adopt a positive attitude towards negative events in life, which helps promote the development of self-esteem and thus improves well-being (Chai et al., [<reflink idref="bib5" id="ref44">5</reflink>]). Therefore, reappraisal and self-esteem may play a chain-mediating role between professional identity and well-being.</p> <p>The aim of the present study was to examine potential protective factors related to well-being. In this study, we treated well-being as a multidimensional latent variable, whose indicators are subjective and psychological well-being. Based on the social identity theory, we tested whether professional identity would predict well-being in pre-service teachers. Moreover, the mechanisms underlying the relationship between professional identity and well-being remain unclear. The present study intend to extends our understanding of how professional identity may create a broad developmental protective factor for well-being. Specifically, we explored the mediating role of reappraisal and self-esteem in the professional identity—well-being relationship. We hypothesized that there would be an indirect path from professional identity to well-being through reappraisal and self-esteem (respectively). Moreover, we also hypothesized that there would be an indirect path from professional identity to well-being through reappraisal and self-esteem (sequentially).</p> <hd id="AN0184992682-9">The Present Study</hd> <p>Based on the theoretical underpinnings and related literature, we proposed a serial mediation model (Fig. 1) to investigate the relationship between professional identity and well-being among pre-service by focusing on reappraisal and self-esteem as potential mediators. The following hypotheses were formulated based on the model:</p> <p>Graph: Fig. 1 Hypothesis model</p> <hd id="AN0184992682-10">Hypothesis 1</hd> <p>Professional identity positively predicts well-being.</p> <hd id="AN0184992682-11">Hypothesis 2</hd> <p>Reappraisal has a mediating role between professional identity and well-being.</p> <hd id="AN0184992682-12">Hypothesis 3</hd> <p>Self-esteem has a mediating role between professional identity and well-being.</p> <hd id="AN0184992682-13">Hypothesis 4</hd> <p>Reappraisal and self-esteem have a serial mediating role between professional identity and well-being.</p> <hd id="AN0184992682-14">Methods</hd> <p></p> <hd id="AN0184992682-15">Participants</hd> <p>The study and data collection procedures were approved by the Ethics Committee for Scientific Research at the authors' institution. Participants were recruited via convenience sampling from Shaanxi Normal University, a prestigious university for teacher education in mainland China. A total of 463 pre-service teachers volunteered to participate in the study and provided informed consent. Seven invalid questionnaires with short response times and those with patterned responses by participants were excluded, and 456 valid questionnaires were collected, with an effective rate of 98.49%. The age range of the participants was 17–27 years (<emph>M</emph><subs>age</subs> = 20.54, <emph>SD</emph><subs>age</subs> = 1.47). Of these participants, 311 (68.20%) were female and 145 (31.80%) were male. A total of 33.8% of participants were only children, while 66.2% had siblings. Freshmen accounted for 10.96%, sophomores accounted for 17.11%, juniors accounted for 38.38%, seniors accounted for 33.55%. Individuals with low family socioeconomic status accounted for 55.26% and those with high family socioeconomic status accounted for 44.74%. 35.96% of the students came from urban region and 64.04% from rural region. All participants completed an online questionnaire after providing informed consent in this study.</p> <hd id="AN0184992682-16">Measures</hd> <p></p> <hd id="AN0184992682-17">Professional Identity</hd> <p>Professional Identity was measured using the Professional Identity Scale (Zhao et al., [<reflink idref="bib72" id="ref45">72</reflink>]), which consists of 15 items. Example items are as follows: 'I think what teachers do is very interesting.' Responses were obtained using a 4-point Likert scale from 1 ("strongly disagree") to 4 ("strongly agree"). This scale was shown by previous studies to demonstrate good reliability and validity and is suitable to be widely used in the professional identity assessment of teachers (Yao et al., [<reflink idref="bib69" id="ref46">69</reflink>]). The Cronbach's α coefficient of the professional identity was 0.94 in the present study.</p> <hd id="AN0184992682-18">Reappraisal Measure</hd> <p>A 6-item Emotion Regulation Questionnaire (Gross & John, [<reflink idref="bib20" id="ref47">20</reflink>]) was used to assess the frequency of reappraisal. Example items are as follows: 'When I want to feel some positive emotions, I change my point of view.' The responses to each item were coded on a 7-point Likert scale, from 1 (strongly disagree) to 7 (strongly agree). A previous study reported that the scale demonstrated good reliability and validity among Chinese individuals (Wang et al., [<reflink idref="bib61" id="ref48">61</reflink>]). The Cronbach's α coefficient of reappraisal was 0.91 in the current study.</p> <hd id="AN0184992682-19">Self-Esteem</hd> <p>The Self-Esteem Scale developed by Rosenberg (1965) was used to assess participants' levels of self-esteem. This scale comprises 10 items, each of which is rated on a 4-point scale ranging from 1 (not very true of me) to 4 (very true of me). The scale has been extensively utilized in Chinese populations and has demonstrated robust validity and reliability (Ytl et al., [<reflink idref="bib70" id="ref49">70</reflink>]). An example item from the scale is " I can do things as well as most other people." In the present study, the Cronbach' s α coefficient for the scale was 0.87.</p> <hd id="AN0184992682-20">Subjective Well-Being</hd> <p>The Satisfaction with Life scale developed by Diener et al. (1985) was used to assess the cognitive dimension of subjective well-being. There are 5 items on the scale, which are scored by Likert 7 points (1 stand for "Strongly disagree", 7 stands for "Strongly agree"). Example items are as follows: 'I am satisfied with my life.' A previous study reported that the scale demonstrated good reliability and validity among Chinese individuals (Kong et al., [<reflink idref="bib36" id="ref50">36</reflink>]; Lin et al., [<reflink idref="bib41" id="ref51">41</reflink>]). In the current study, Cronbach's α was 0.92. The Scale of Positive and Negative Experience (SPANE) developed by Diener et al. (2012) was used to measure the affective dimension of subjective well-being. Respondents were asked to rate how often they had felt each emotion in the past month on a 7-points Likert scale (1 = "Very rarely or never", 7 = "Very often or always"). There are 6 positive emotion labels (i.e. good, positive, happy et al.) and 6 negative emotion labels (i.e., sad, angry, negative et al.) on the scale. The scale has been widely used in Chinese populations and proved to have good validity and reliability (Li, Bai & Wang, [<reflink idref="bib39" id="ref52">39</reflink>]). In the current study, Cronbach's α coefficient of the positive and negative subscales was 0.95 and 0.92, respectively.</p> <hd id="AN0184992682-21">Psychological Well-Being</hd> <p>The Flourishing Scale by Diener et al., ([<reflink idref="bib11" id="ref53">11</reflink>]) was used to assess psychological well-being. This scale comprises 8 items, which are rated on a 7-point Likert scale ranging from 1 (Strongly disagree) to 7 (Strongly agree). Example items are as follows: 'My life has purpose and meaning.' Previous research has demonstrated that the scale exhibits good reliability and validity among Chinese individuals (Tang, Duan, Wang, & Liu, 2014). In the present study, the Cronbach's α coefficient for the scale was 0.96.</p> <hd id="AN0184992682-22">Demographic Variables</hd> <p>Demographic Variables, including gender, age, and family socioeconomic status, were self-reported by participants.The family socioeconomic status questionnaire was completed by the participants to report the education level of parents, occupation of their parents and the annual household income. Finally, the values of education level, occupational rank and household annual income, the three scores are converted into standard scores and then summarized, and the final comprehensive index of family socioeconomic status is obtained. The group whose total score is greater than the average is the group with high family economic status, and the group whose total score is less than the average is the group with low family economic status.</p> <hd id="AN0184992682-23">Data Analysis</hd> <p>Data were analyzed using SPSS 26.0 and Mplus 8.3. SPSS 26.0 was employed to provide descriptive statistics for the core variables, perform correlation analyses, and complete the independent-sample t-test. Subsequently, structural equation modeling (SEM) was performed using Mplus software, employing maximum likelihood estimation (ML) to evaluate the relationships among the variables of interest in this study. The analytical procedure was conducted in two stages. In the first stage, we performed descriptive and correlational analyses on the variables of professional identity, cognitive reappraisal, self-esteem, and well-being. In the second stage, we employed structural equation model analysis using the Mplus software to evaluate the mediating effects of cognitive reappraisal and self-esteem on the relationship between professional identity and well-being.</p> <hd id="AN0184992682-24">Results</hd> <p></p> <hd id="AN0184992682-25">Common Method Bias</hd> <p>It is recognized that questionnaire data may be susceptible to common method bias, which can negatively impact analytical outcomes. To assess the extent of common method bias in the present study, we conducted Harman's single-factor analysis (Harman, [<reflink idref="bib22" id="ref54">22</reflink>]). Principal component common factor analysis yielded eleven factors with eigenvalues exceeding 1, with the first factor accounting for 37.88% of the variance, which is below the 40% threshold. As a result, common method bias was not deemed to be a significant concern in this study. The results of the exploratory factor analysis conducted for the Harman single-factor test are presented in Supplemental Materials 1.</p> <hd id="AN0184992682-26">Measurement Model</hd> <p>Confirmatory factor analysis showed that the scales had adequate construct validity, and all factors were distinguishable. Specifically, a set of fitting indices was considered for the model fit: tucker-lewis indx (TLI) > 0.90, comparative fit index (CFI) > 0.90, root mean square error of approximation (RMSEA) < 0.1 and standardized root mean square residual (SRMR) < 0.08 (Zhang et al., 2008). As Table 1 describes, the five scales had acceptable model fit indices. The results of the measurement model analysis for the present study are presented in Supplemental Materials 2 The results indicate that each indicator is significantly loaded onto its respective latent factor, thereby demonstrating the convergent validity of the constructs. The average variance extracted (AVE) by each latent factor exceeds 0.5, indicating that the construct accounts for more than 50% of the variance in its respective indicators (Anderson & Gerbing, [<reflink idref="bib1" id="ref55">1</reflink>]). Furthermore, indicators within the same construct exhibit high intercorrelations, as evidenced by construct reliability (CR) values exceeding 0.7. The convergent validity of the indicators is thus confirmed.</p> <p>Table 1 Model fit indices for five instruments</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Models</p></th><th align="left"><p><italic>χ</italic><sup><italic>2</italic></sup></p></th><th align="left"><p>df</p></th><th align="left"><p>CFI</p></th><th align="left"><p>TLI</p></th><th align="left"><p>RMSEA</p></th><th align="left"><p>SRMR</p></th></tr></thead><tbody><tr><td align="left"><p>Professional identity</p></td><td char="." align="char"><p>320.05</p></td><td align="left"><p>85</p></td><td char="." align="char"><p>0.95</p></td><td char="." align="char"><p>0.93</p></td><td char="." align="char"><p>0.08</p></td><td char="." align="char"><p>0.04</p></td></tr><tr><td align="left"><p>Reappraisal</p></td><td char="." align="char"><p>101.79</p></td><td align="left"><p>8</p></td><td char="." align="char"><p>0.94</p></td><td char="." align="char"><p>0.90</p></td><td char="." align="char"><p>0.08</p></td><td char="." align="char"><p>0.02</p></td></tr><tr><td align="left"><p>Self-esteem</p></td><td char="." align="char"><p>77.14</p></td><td align="left"><p>34</p></td><td char="." align="char"><p>0.98</p></td><td char="." align="char"><p>0.98</p></td><td char="." align="char"><p>0.05</p></td><td char="." align="char"><p>0.03</p></td></tr><tr><td align="left"><p>Subjective well-being</p></td><td char="." align="char"><p>320.94</p></td><td align="left"><p>116</p></td><td char="." align="char"><p>0.97</p></td><td char="." align="char"><p>0.97</p></td><td char="." align="char"><p>0.06</p></td><td char="." align="char"><p>0.04</p></td></tr><tr><td align="left"><p>Psychological well-being</p></td><td char="." align="char"><p>75.74</p></td><td align="left"><p>19</p></td><td char="." align="char"><p>0.99</p></td><td char="." align="char"><p>0.98</p></td><td char="." align="char"><p>0.08</p></td><td char="." align="char"><p>0.02</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0184992682-27">Preliminary Analyses</hd> <p>The observed scale characteristics indicate that among professional identity (Skewness = 0.12, Kurtosis = -0.60), reappraisal (Skewness = 0.25, Kurtosis = -0.15), self-esteem (Skewness = 0.28, Kurtosis = − 0.03), subjective well-being (Skewness = 0.05, Kurtosis = − 0.36) and psychological well-being (Skewness = − 0.34, Kurtosis = − 0.61) have a relatively normal distribution. Descriptive statistics and bivariate correlations of the different scales are presented in Table 2. The Pearson correlation analysis showed that the professional identity, reappraisal and self-esteem were positively correlated with subjective well-being (<emph>r</emph> = 0.51, <emph>p</emph> < 0.001) (<emph>r</emph> = 0.43, <emph>p</emph> < 0.001) (<emph>r</emph> = 0.57, <emph>p</emph> < 0.001). Professional identity, reappraisal and self-esteem were positively correlated with psychological well-being (<emph>r</emph> = 0.55, <emph>p</emph> < 0.001) (<emph>r</emph> = 0.55, <emph>p</emph> < 0.001) (<emph>r</emph> = 0.57, <emph>p</emph> < 0.001). Professional identity was positively associated with reappraisal (<emph>r</emph> = 0.43, <emph>p</emph> < 0.001) and positively associated with self-esteem (<emph>r</emph> = 0.39, <emph>p</emph> < 0.001). In addition, reappraisal was positively correlated with self-esteem (<emph>r</emph> = 0.36, <emph>p</emph> < 0.001).</p> <p>Table 2 Descriptive statistics and correlations matrix among variables (<emph>N</emph> = 456)</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>M</p></th><th align="left"><p>SD</p></th><th align="left"><p>CR</p></th><th align="left"><p>AVE</p></th><th align="left"><p>1</p></th><th align="left"><p>2</p></th><th align="left"><p>3</p></th><th align="left"><p>4</p></th><th align="left"><p>5</p></th></tr></thead><tbody><tr><td align="left"><p>1. Professional identity</p></td><td char="." align="char"><p>3.13</p></td><td char="." align="char"><p>0.47</p></td><td char="." align="char"><p>0.95</p></td><td char="." align="char"><p>0.54</p></td><td align="left"><p>1</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>2.Reappraisal</p></td><td char="." align="char"><p>4.95</p></td><td char="." align="char"><p>0.92</p></td><td char="." align="char"><p>0.93</p></td><td char="." align="char"><p>0.70</p></td><td align="left"><p>0.43<sup>***</sup></p></td><td align="left"><p>1</p></td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>3. Self-esteem</p></td><td char="." align="char"><p>2.92</p></td><td char="." align="char"><p>0.47</p></td><td char="." align="char"><p>0.94</p></td><td char="." align="char"><p>0.65</p></td><td align="left"><p>0.39<sup>***</sup></p></td><td align="left"><p>0.36<sup>***</sup></p></td><td align="left"><p>1</p></td><td align="left" /><td align="left" /></tr><tr><td align="left"><p>4. Subjective well-being</p></td><td char="." align="char"><p>2.32</p></td><td char="." align="char"><p>0.88</p></td><td char="." align="char"><p>0.97</p></td><td char="." align="char"><p>0.69</p></td><td align="left"><p>0.51<sup>***</sup></p></td><td align="left"><p>0.43<sup>***</sup></p></td><td align="left"><p>0.57<sup>***</sup></p></td><td align="left"><p>1</p></td><td align="left" /></tr><tr><td align="left"><p>5. Psychological well-being</p></td><td char="." align="char"><p>5.65</p></td><td char="." align="char"><p>0.93</p></td><td char="." align="char"><p>0.97</p></td><td char="." align="char"><p>0.79</p></td><td align="left"><p>0.55<sup>***</sup></p></td><td align="left"><p>0.55<sup>***</sup></p></td><td align="left"><p>0.57<sup>***</sup></p></td><td align="left"><p>0.65<sup>***</sup></p></td><td align="left"><p>1</p></td></tr></tbody></table> </ephtml> </p> <p>Construct reliability = CR. *<emph>p</emph> <.05, **<emph>p</emph> <.01, ***<emph>p</emph> <.001</p> <p>Results of Independent-sample t-test indicated that psychological well-being showed gender differences, and the level of psychological well-being for males (<emph>M</emph> = 45.66) was significantly higher than that for females (<emph>M</emph> = 45.03). Subjective well-being showed age differences, and the level of subjective well-being for older individual (<emph>M</emph> = 35.31) was significantly higher than that for young individual (<emph>M</emph> = 32.93). Subjective well-being showed family socioeconomic status differences, and level of subjective well-being for individuals with high family socioeconomic status (<emph>M</emph> = 35.68) was significantly higher than that for individuals with high family socioeconomic status (<emph>M</emph> = 32.91). Therefore, gender, age and family socioeconomic status were both include as control variables in testing for all of mediating models.</p> <hd id="AN0184992682-28">Mediation Analyses</hd> <p>After controlling the variables (gender, age and family socioeconomic status), the structural equation model with standardized path coefficients provided a good fit (<emph>χ</emph><sups><emph>2</emph></sups> = 17.24, <emph>df</emph> = 6, CFI = 0.99, TLI = 0.96, RMSEA = 0.06, SRMR = 0.04). As expected, professional identity positively predicted reappraisal (<emph>β</emph> = 0.43,<emph> p</emph> < 0.001) and self-esteem (<emph>β</emph> = 0.29, <emph>p</emph> < 0.001), and reappraisal (<emph>β</emph> = 0.21, <emph>p</emph> < 0.001) and self-esteem (<emph>β</emph> = 0.51, <emph>p</emph> < 0.001) positively predicted subjective well-being, and reappraisal (<emph>β</emph> = 0.30, <emph>p</emph> < 0.001) and self-esteem (<emph>β</emph> = 0.35, <emph>p</emph> < 0.001) positively predicted psychological well-being. Professional identity positively predicted subjective well-being(<emph>β</emph> = 0.20, <emph>p</emph> < 0.001) and psychological well-being (<emph>β</emph> = 0.29, <emph>p</emph> < 0.001).</p> <p>The results for the direct effect were all significant, and zero was not within the 95% confidential interval. The indirect effect of professional identity on subjective well-being through reappraisal was significant (<emph>β</emph> = 0.09, <emph>p</emph> < 0.001, 95%CI [0.02, 4.23]). The indirect effect of professional identity on subjective well-being through self-esteem was significant (<emph>β</emph> = 0.15, <emph>p</emph> < 0.001, 95%CI [0.03, 5.44]). The indirect effect of professional identity on subjective well-being through reappraisal and self-esteem was significant (<emph>β</emph> = 0.05, <emph>p</emph> < 0.001, 95%CI [0.01, 3.85]). The indirect effect of professional identity on psychological well-being through reappraisal was significant (<emph>β</emph> = 0.13, <emph>p</emph> < 0.001, 95%CI [0.02, 5.33]). The indirect effect of professional identity on psychological well-being through self-esteem was significant (<emph>β</emph> = 0.10, <emph>p</emph> < 0.001, 95%CI [0.02, 4.69]). The indirect effect of professional identity on subjective well-being through reappraisal and self-esteem was significant (<emph>β</emph> = 0.04, <emph>p</emph> < 0.001, 95%CI [0.01, 3.64]). The final mediation models are shown in Fig. 2.</p> <p>Graph: Fig. 2 Mediation of the effect of Professional identity on well-being</p> <hd id="AN0184992682-29">Discussion</hd> <p>The present study investigated the impact of professional identity on the well-being of pre-service teachers and the underlying mechanisms. Specifically, we examined the effect of professional identity on well-being and the mediating roles of reappraisal and self-esteem. Our findings yielded several noteworthy insights. Firstly, higher levels of professional identity were associated with increased well-being among pre-service teachers. Secondly, higher levels of professional identity contributed to well-being through increased use of reappraisal. Thirdly, higher levels of professional identity influenced well-being through its impact on self-esteem. Finally, reappraisal and self-esteem as a chain structure mediate the relationship between professional identity and well-being in pre-service teachers.</p> <p>First, the association between professional identity and well-being was confirmed in a sample of pre-service teachers, which was consistent with a prior study (Wang et al., [<reflink idref="bib62" id="ref56">62</reflink>]). One possible explanation may be that professional identity can help individuals have a clearer goal and could better solve their difficulties in life (Wu et al., [<reflink idref="bib65" id="ref57">65</reflink>]), which will make pre-service teachers satisfied with their life, experience more positive emotions, and achieve self-fulfillment. Additionally, drawing upon social identity theory, the positive and fulfilling aspects of identification may be especially reinforced when the psychological significance of one's group membership continues to strengthen over time, and thus improve subjective well-being (Graupensperger et al., [<reflink idref="bib16" id="ref58">16</reflink>]). Meanwhile, recent studies have shown that identified people's social identification with their groups is a powerful positive predictor of psychological well-being (Hoffmann et al., [<reflink idref="bib27" id="ref59">27</reflink>]). Specifically, higher levels of professional identification increase resilience and then affect well-being. Taken together, the result suggests that professional identity is an important resource for well-being.</p> <p>The present study also extends our understanding of how professional identity may create a broad developmental protective factor for well-being. Interestingly, reappraisal was found to be one independent mediator of the link between professional identity and well-being. Higher professional identity can help pre-service teachers energetic in their work and they tend to choose a positive coping strategy (i.e., reappraisal) (Sokol & Serper, [<reflink idref="bib53" id="ref60">53</reflink>]), which in turn results in better subjective well-being (St-Louis et al., [<reflink idref="bib54" id="ref61">54</reflink>]) and psychological well-being (Balzarotti et al., [<reflink idref="bib2" id="ref62">2</reflink>]). In addition, self-esteem has also been identified as a protective factor in the relationship between professional identity and well-being. According to social identity theory, the sense of identity is an important source of self-esteem, and individuals try to satisfy their self-esteem needs through the positive and unique sense established by the group identify with (Turner et al., [<reflink idref="bib58" id="ref63">58</reflink>]). Previous studies have also suggested that higher professional identity can help pre-service teachers properly understand and accept themselves, and positive predicting individuals' self-esteem (Xu et al., [<reflink idref="bib68" id="ref64">68</reflink>]), which in turn contributes to subjective well-being (Simsek, [<reflink idref="bib52" id="ref65">52</reflink>]) and psychological well-being (Pierce et al., [<reflink idref="bib48" id="ref66">48</reflink>]). The present study extends previous results by revealing that reappraisal and self-esteem may make independent contributions to the profession identity-well-being link in pre-service teachers using the multiple mediation model.</p> <p>The chain mediation model proves that, when individuals have a high sense of professional identity, they frequently adopt positive reappraisal to strengthen self-concept and further enhance self-esteem when they encounter negative events, and thus they are more likely to have high well-being. The finding that reappraisal predicts self-esteem is consistent with previous research (Nezlek & Kuppens, [<reflink idref="bib47" id="ref67">47</reflink>]), and the present study further supports the notion that having a sense of professional identity may represent a protective factor that leads to individuals using adaptive emotion regulation strategy (i.e., reappraisal) and to enhance self-evaluation, which can, in turn, contribute to subjective well-being and psychological well-being.</p> <hd id="AN0184992682-30">Implications</hd> <p>The findings of this study have theoretical implications for understanding of social identity theory and provide novel evidence for the role of professional identification as a "social cure" that promotes well-being. Specifically, social identity theory posits that individuals derive psychological resources from their identification with a group, which can support their well-being. Reappraisal and self-esteem are significant psychological resources for individuals. Our study reveals that professional identity can influence the well-being of pre-service teachers by affecting their emotion regulation strategies (e.g., reappraisal) and self-concept systems (e.g., self-esteem). In light of the cultural tradition of venerating teachers, the recognition of Chinese teachers' professional identity can facilitate the formation of positive self-schemas (using adaptive strategies and self-esteem improvement), thereby bolstering their well-being. Our findings suggest that professional identity can provide positive models for fostering emotion regulation abilities and maintaining a healthy self-concept system, thereby promoting the well-being of pre-service teachers.</p> <p>Additionally, the findings of this study have practical implications for enhancing teacher education programs. First, teacher education institutions at universities responsible for pre-service teachers need to prioritize the inclusion of a sense of professional identity across various professional curricula among educators. Second, throughout teacher training program, students are offered various supports to assist them in striving to improve their emotion regulation abilities and developing their self-esteem. Third, the promotion of well-being has many positive implications for the career progression of pre-service teacher. Therefore, to augment the well-being of this group, career counselors and other educators in universities should design appropriate intervention programs. Specifically, during their university education instructors and counselors for pre-service teachers should highlight the significance of professional identity, emotion regulation and self-esteem as key elements in their courses and activities. These efforts can further bolster pre-service teachers' well-being and better prepare them for their future teaching career.</p> <hd id="AN0184992682-31">Limitations and Future Directions</hd> <p>It is important to mention some limitations and future directions in the present study. First, the cross-sectional design cannot reveal the causal associations among variables. Although the current study has found that the alternative model of "professional identity-reappraisal-self-esteem-well-being" does not exist, longitudinal designs are needed to establish the causal relationship among these variables in future research. Longitudinal studies in the future would allow us to compare the short-term and long-term effects of professional identity on well-being. Second, respect for teachers and authority may be important in the country where the study was carried out, and the results may not be so obvious and easily observed in countries with individualistic cultures, nor have such a significant impact on well-being. Subjects from other different cultures should be invited to join the corresponding research in the future. Third, the type of university may affect the relationship among variables. There may be differences in the cultivation of pre-service teachers' professional identity in universities with different levels. In the future, subjects from other different type of universities should be invited to join in the relevant research.</p> <hd id="AN0184992682-32">Conclusions</hd> <p>The professional identity had an impact on well-being among Chinese pre-service teachers, while reappraisal and self-esteem had an intermediary role in this relationship. With positive psychology and a high level of professional identity, pre-service teachers can explore their professional interests, cope better with professional pressure, develop their self-concept, and then improve their well-being. Therefore, education managers should pay more attention to the mental health of pre-service, strength the use of reappraisal, and improve their self-esteem to enhance their well-being, stabilize the teacher team and improve the teacher quality.</p> <hd id="AN0184992682-33">Acknowledgements</hd> <p>The first author would like to appreciate all of the participants included in the study.</p> <hd id="AN0184992682-34">Author Contributions</hd> <p>Qi Hui designed study, completed the statistical analyses, and drafted the initial manuscript. Yuan Li, Ying Li, Chong Yao, Xiang Che and Rongjuan Zhu contributed to the design of the study and revised the manuscript. Xuqun You supervised the study, oversaw data analysis and revised the manuscript.</p> <hd id="AN0184992682-35">Funding</hd> <p>The work was supported by Shaanxi Teacher Development Research Program (Grant No. 2023JSZD007), the Youth Project of Humanities and Social Sciences Research, Minisrty of Education of China (Grant No. 23YJC190042), the Natural Science Basic Research Plan in Shaanxi Province of China (Grant No. 2024JC-YBQN-0241), the Ministry of Education of Humanities and Social Science Project of China (Grant No. 23XJC630011), and the Foundation of Education Department of Shaanxi Provincial Government of China (Grant No. 23JK0551).</p> <hd id="AN0184992682-36">Data Availability</hd> <p>The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.</p> <hd id="AN0184992682-37">Declarations</hd> <p></p> <hd id="AN0184992682-38">Conflict of interest</hd> <p>The authors declare that they have no conflict of interest.</p> <hd id="AN0184992682-39">Ethical Approval</hd> <p>This study methods were performed in accordance with the relevant guidelines and regulations. Ethical approval for this study was obtained from the Human Research Ethics Committee of Shaanxi Normal University [number: HR 2020–11-020]. A written informed consent was obtained from all participants included in the study.</p> <hd id="AN0184992682-40">Supplementary Information</hd> <p>Below is the link to the electronic supplementary material.</p> <p>Graph: Supplementary file1 (DOCX 23 KB)</p> <hd id="AN0184992682-41">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0184992682-42"> <title> References </title> <blist> <bibl id="bib1" idref="ref55" type="bt">1</bibl> <bibtext> Anderson JC, Gerbing W. Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin. 1988; 27; 1: 5-24</bibtext> </blist> <blist> <bibl id="bib2" idref="ref62" type="bt">2</bibl> <bibtext> Balzarotti S, Biassoni F, Villani D, Prunas A, Velotti P. 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  Group: Ti
  Data: Professional Identity and Well-Being among Pre-Service Teachers: A Mediation Model of Reappraisal and Self-Esteem
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Qi+Hui%22">Qi Hui</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5487-9653">0000-0001-5487-9653</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuan+Li%22">Yuan Li</searchLink><br /><searchLink fieldCode="AR" term="%22Ying+Li%22">Ying Li</searchLink><br /><searchLink fieldCode="AR" term="%22Chong+Yao%22">Chong Yao</searchLink><br /><searchLink fieldCode="AR" term="%22Xiang+Che%22">Xiang Che</searchLink><br /><searchLink fieldCode="AR" term="%22Rongjuan+Zhu%22">Rongjuan Zhu</searchLink><br /><searchLink fieldCode="AR" term="%22Xuqun+You%22">Xuqun You</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Education+Researcher%22"><i>Asia-Pacific Education Researcher</i></searchLink>. 2025 34(3):921-931.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Label: Page Count
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  Data: 11
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Satisfaction%22">Life Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+Theory%22">Mediation Theory</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Satisfaction+With+Life+Scale%22">Satisfaction With Life Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Rosenberg+Self+Esteem+Scale%22">Rosenberg Self Esteem Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Positive+and+Negative+Affect+Schedule%22">Positive and Negative Affect Schedule</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40299-024-00908-4
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  Label: ISSN
  Group: ISSN
  Data: 0119-5646<br />2243-7908
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study aimed to investigate the mediating effects of self-esteem and reappraisal on the relationship between professional identity and well-being. A total of 456 Chinese pre-service teachers who responded to the Professional Identity Scale, the Emotion Regulation Questionnaire (Reappraisal subscale), the Self-Esteem Scale, the Satisfaction with Life Scale, the Scale of Positive and Negative Experience, and the Flourishing Scale. The results showed that reappraisal and self-esteem partially mediate between professional identity and well-being. The mediation analysis revealed three paths: first, the single mediating path via reappraisal; second, the single mediating path via self-esteem and three, the serial mediating path via the serial mediating path via reappraisal and self-esteem. In conclusion, the enhancement of professional identity, reappraisal, and self-esteem should be prioritized in future well-being interventions to promote health outcomes better.
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  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
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  Data: EJ1488682
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        Value: 10.1007/s40299-024-00908-4
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      – Text: English
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        PageCount: 11
        StartPage: 921
    Subjects:
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Self Esteem
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      – SubjectFull: Mediation Theory
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      – SubjectFull: China
        Type: general
      – SubjectFull: Satisfaction With Life Scale
        Type: general
      – SubjectFull: Rosenberg Self Esteem Scale
        Type: general
      – SubjectFull: Positive and Negative Affect Schedule
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    Titles:
      – TitleFull: Professional Identity and Well-Being among Pre-Service Teachers: A Mediation Model of Reappraisal and Self-Esteem
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            NameFull: Chong Yao
      – PersonEntity:
          Name:
            NameFull: Xiang Che
      – PersonEntity:
          Name:
            NameFull: Rongjuan Zhu
      – PersonEntity:
          Name:
            NameFull: Xuqun You
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0119-5646
            – Type: issn-electronic
              Value: 2243-7908
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Asia-Pacific Education Researcher
              Type: main
ResultId 1