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<p>Based on the Conservation of Resources Theory, the research explored the relationships between social support and the psychological well-being of pre-service teachers. It specifically examined the mediating effects of professional identity and the moderating impact of emotional intelligence. A cross-sectional survey was conducted using the Perceived Social Support Questionnaire, Teachers’ Professional Identity Scale, Emotional Intelligence Scale, and Flourishing Scale with a sample of 457 (68.10% were female, and 31.90% were male) pre-service teachers in Shaanxi. The results showed that (1) social support of pre-service teachers had a positive and direct effect on psychological well-being; (2) professional identity mediated the positive association between social support and psychological well-being; (3) emotional intelligence moderated the first-stage path of the indirect effect through professional identity. These findings elucidate the role of external resources (social support) and internal resources (professional identity and emotional intelligence) in pre-service teachers, and suggest that comprehensive and holistic intervention programs may be enhancing psychological well-being among pre-service teachers.</p>

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Emotional intelligence moderated the mediating effect of professional identity between social support and psychological well-being among pre-service teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月16日

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  • Qi Hui,
  • Yuan Li,
  • Rongjuan Zhu,
  • Ying Li,
  • Tong Wang,
  • Xiang Che,
  • Xuqun You

摘要

Based on the Conservation of Resources Theory, the research explored the relationships between social support and the psychological well-being of pre-service teachers. It specifically examined the mediating effects of professional identity and the moderating impact of emotional intelligence. A cross-sectional survey was conducted using the Perceived Social Support Questionnaire, Teachers’ Professional Identity Scale, Emotional Intelligence Scale, and Flourishing Scale with a sample of 457 (68.10% were female, and 31.90% were male) pre-service teachers in Shaanxi. The results showed that (1) social support of pre-service teachers had a positive and direct effect on psychological well-being; (2) professional identity mediated the positive association between social support and psychological well-being; (3) emotional intelligence moderated the first-stage path of the indirect effect through professional identity. These findings elucidate the role of external resources (social support) and internal resources (professional identity and emotional intelligence) in pre-service teachers, and suggest that comprehensive and holistic intervention programs may be enhancing psychological well-being among pre-service teachers.