IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i19p12727-d935069.html
   My bibliography  Save this article

Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China

Author

Listed:
  • Wenjie He

    (College of Teacher Education, Capital Normal University, Beijing 100048, China)

  • Guoxiu Tian

    (College of Teacher Education, Capital Normal University, Beijing 100048, China)

  • Qiong Li

    (Center for Teacher Education Research, Key Research Institute of the Ministry of Education, Beijing Normal University, Beijing 100875, China)

  • Laura B. Liu

    (Division of Education, Indiana University—Purdue University Columbus, Columbus, IN 47203, USA)

  • Jingtian Zhou

    (Faculty of Education, The Chinese University of Hong Kong, Hong Kong 999077, China)

Abstract

Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.

Suggested Citation

  • Wenjie He & Guoxiu Tian & Qiong Li & Laura B. Liu & Jingtian Zhou, 2022. "Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China," Sustainability, MDPI, vol. 14(19), pages 1-16, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12727-:d:935069
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/19/12727/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/19/12727/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    2. Folkman, Susan & Lazarus, Richard S., 1988. "The relationship between coping and emotion: Implications for theory and research," Social Science & Medicine, Elsevier, vol. 26(3), pages 309-317, January.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Leodoro J Labrague & Denise M McEnroe‐Petitte & Michael C Leocadio & Peter Van Bogaert & Greta G Cummings, 2018. "Stress and ways of coping among nurse managers: An integrative review," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(7-8), pages 1346-1359, April.
    2. Cheng Cheng & Kerry Inder & Sally Wai‐Chi Chan, 2020. "Coping with multiple chronic conditions: An integrative review," Nursing & Health Sciences, John Wiley & Sons, vol. 22(3), pages 486-497, September.
    3. Sergio Mérida-López & Natalio Extremera & Nicolás Sánchez-Álvarez, 2020. "The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 17(7), pages 1-15, March.
    4. Won Ju Hwang & Hye Kyung Yang & Ji Hye Kim, 2020. "What Are the Experiences of Emotional Labor and Workplace Violence that Are More Harmful to Health in Korean Workforce?," IJERPH, MDPI, vol. 17(21), pages 1-17, October.
    5. Xiang Feng & Yaojia Wei & Xianglin Pan & Longhui Qiu & Yongmei Ma, 2020. "Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    6. Michael R. Greenberg, 2003. "Individual-Oriented and Neighborhood Protecting Health Actions: The Critical Role of Environmental Education Seeking Behavior," Environment Systems and Decisions, Springer, vol. 23(2), pages 159-173, June.
    7. Christel Protière & Nora Moumjid & Anne-Deborah Bouhnik & Anne Gaëlle Le Corroller Soriano & Jean Paul Moatti, 2012. "Heterogeneity of Cancer Patient Information-Seeking Behaviors," Medical Decision Making, , vol. 32(2), pages 362-375, March.
    8. Odekerken-Schröder, Gaby & Hennig-Thurau, Thorsten & Knaevelsrud, Anne Berit, 2010. "Exploring the post-termination stage of consumer–brand relationships: An empirical investigation of the premium car market," Journal of Retailing, Elsevier, vol. 86(4), pages 372-385.
    9. Agnieszka Kułak-Bejda & Katarzyna Krajewska-Ferishah & Agnieszka Szyszko-Perłowska & Napoleon Waszkiewicz, 2022. "Risk Assessment of Depression amongst Women during Menopause before and during the COVID-19 Pandemic," IJERPH, MDPI, vol. 20(1), pages 1-10, December.
    10. Sergio Mérida-López & Natalio Extremera & Lourdes Rey, 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects," IJERPH, MDPI, vol. 14(10), pages 1-15, September.
    11. Juan Ramón Guijarro-Ojeda & Raúl Ruiz-Cecilia & Manuel Jesús Cardoso-Pulido & Leopoldo Medina-Sánchez, 2021. "Examining the Interplay between Queerness and Teacher Wellbeing: A Qualitative Study Based on Foreign Language Teacher Trainers," IJERPH, MDPI, vol. 18(22), pages 1-27, November.
    12. Longstreet, Phil & Brooks, Stoney & Gonzalez, Ester S., 2019. "Internet addiction: When the positive emotions are not so positive," Technology in Society, Elsevier, vol. 57(C), pages 76-85.
    13. Sergio Mérida-López & Natalio Extremera & Maria José Chambel, 2021. "Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
    14. Oddgeir Friborg & Jan Rosenvinge, 2013. "A comparison of open-ended and closed questions in the prediction of mental health," Quality & Quantity: International Journal of Methodology, Springer, vol. 47(3), pages 1397-1411, April.
    15. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    16. Tang, Jiansheng & Zhou, Jiamin & Zheng, Chundong & Jiao, Sijing, 2022. "More expectations, more disappointments: Ego depletion in uncertain promotion," Journal of Retailing and Consumer Services, Elsevier, vol. 66(C).
    17. Jan-Bennet Voltmer & Edgar Voltmer & Jürgen Deller, 2018. "Differences of Four Work-Related Behavior and Experience Patterns in Work Ability and Other Work-Related Perceptions in a Finance Company," IJERPH, MDPI, vol. 15(7), pages 1-20, July.
    18. Greta Mazzetti & Silvia Simbula & Chiara Panari & Dina Guglielmi & Alessio Paolucci, 2019. "“Woulda, Coulda, Shoulda”. Workers’ Proactivity in the Association between Emotional Demands and Mental Health," IJERPH, MDPI, vol. 16(18), pages 1-13, September.
    19. Johnson, Blair T. & Acabchuk, Rebecca L., 2018. "What are the keys to a longer, happier life? Answers from five decades of health psychology research," Social Science & Medicine, Elsevier, vol. 196(C), pages 218-226.
    20. Xin Zheng & Qinyuan Dan & Zhimin Wu & Shengquan Luo & Xinying Peng, 2022. "A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation," IJERPH, MDPI, vol. 19(22), pages 1-15, November.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12727-:d:935069. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.