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The Effect of Pre-Service Teachers’ Family Adaptation on Anxiety: A Moderated Mediating Effect

Author

Listed:
  • Xuejiao Li

    (School of Education Science, Northwest Normal University, Lanzhou 730070, China
    School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Xiangli Guan

    (School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Jingjing Wang

    (School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Yaqi Zhang

    (School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Miqi Ma

    (School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Tong Pu

    (School of Mathematics and Information, Yuxi Normal University, Yuxi 653100, China)

  • Mary C. Jobe

    (Department of Psychological and Brain Sciences, The George Washington University, Washington, DC 20052, USA)

  • Md Zahir Ahmed

    (School of Psychology, Zhejiang Normal University, Jinhua 321004, China)

Abstract

This study aimed to examine the effects of family adaptation on anxiety, and the role of Zhongyong thinking style and intentional self-regulation in this association. A hypothetical model of the relationship between family adaptation, Zhongyong thinking style, intentional self-regulation, and anxiety was tested. A convenience sampling method was used to survey 1192 pre-service teachers in Yunnan Province on a self-report scale. Data were collected using the Family Adaptability Scale, the Zhongyong Thinking Style Scale, the Adolescent Intentional Self-Regulation Questionnaire, and the Self-Rating Anxiety Scale. The results show significant positive correlations among the three variables of family adaptation, Zhongyong thinking style and intentional self-regulation, and significant negative correlations with anxiety, respectively. Pre-service teachers’ family adaptation had a direct positive predictive effect on anxiety, which in turn indirectly predicted anxiety through the mediating effect of the Zhongyong thinking style, and individuals’ intentional self-regulation had a moderating effect of family adaptation on the Zhongyong thinking style. This study shows how family adaptation affects pre-service teachers’ anxiety; the results of this study also help to demonstrate the academic value of family adaptation and Zhongyong thinking style in optimally reducing pre-service teachers’ anxiety, and thus promoting good psychological status.

Suggested Citation

  • Xuejiao Li & Xiangli Guan & Jingjing Wang & Yaqi Zhang & Miqi Ma & Tong Pu & Mary C. Jobe & Md Zahir Ahmed, 2023. "The Effect of Pre-Service Teachers’ Family Adaptation on Anxiety: A Moderated Mediating Effect," Sustainability, MDPI, vol. 15(14), pages 1-12, July.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:14:p:10796-:d:1190511
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