Moderated Mediation Model for the Association of Educational Identity and Career Identity Development of Physical Education Students
Bibliographic record
Abstract
Yikeranmu Yiming,1 Sumaira Kayani,2 Abdulelah Ahmed Alghamdi,3 Jinhua Liu4 1Physical Education School, Shaanxi Normal University, Sports Learning Science Laboratory, Xi’an, Shaanxi, People’s Republic of China; 2Department of Applied Psychology, University of Toronto, Toronto, Canada; 3Umm Al-Qura University, Makkah, 24382-4752, Saudi Arabia; 4School of Rehabilitation, Kunming Medical University, Kunming, 650500, People’s Republic of ChinaCorrespondence: Sumaira Kayani; Jinhua Liu, Email sumaira@zjnu.edu.cn; liujinhua@kmmu.edu.cnIntroduction: Education and vocation are crucial to one’s identity. The current study aimed to see the association between educational identity and career identity development among Chinese PE students. The mediating effect of self-efficacy on educational identity and career identity was explored. Further, the study intended to see the moderating role of gender for the mediating effect of self-efficacy between educational identity and career identity development.Methods: A total of 369 (age range= 16– 22) Chinese PE students were recruited as participants in the study. There were 180 (48.8%) males and 189 (51.2%) females in the sample. Hayes process model 58 was applied to develop a moderated mediation model.Results: The results reported that there was a significant positive association between educational identity with self-efficacy and career identity. However, self-efficacy was not related to career identity. Further, self-efficacy did not play a mediating role between educational identity and career identity development. On the other hand, gender significantly moderated the mediating effect of self-efficacy between educational identity and career identity development.Discussion: The study suggests that individuals who have a strong sense of educational identity are more likely to possess higher levels of self-efficacy and a clearer understanding of their career goals. However, it is notable that self-efficacy did not directly impact career identity, suggesting the presence of other factors influencing this aspect of identity formation. Interestingly, moderating role of gender suggests that the influence of self-efficacy on career identity development may vary depending on one’s gender, highlighting the importance of considering gender-specific factors in career-related interventions and counseling programs. The practical and theoretical implications of the study are discussed.Implications: The practical implications of this study suggest the importance of educational identity, the need for comprehensive career counseling interventions, and the consideration of gender-specific factors. The theoretical implications contribute to identity development theory, mediation and moderation frameworks, and cross-cultural research on career identity.Keywords: educational identity, self-efficacy, career identity development, adolescents, physical education students
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.018 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.004 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.017 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".