文献类型：期刊文献

英文题名：Social support on calling: Mediating role of work engagement and professional identity

作者：Zhang, Leigang[1];Guo, Xiaofei[1]

机构：[1]Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China

年份：0

外文期刊名：CAREER DEVELOPMENT QUARTERLY

收录：SSCI(收录号：WOS:000973386400001)、、Scopus(收录号：2-s2.0-85153314157)、WOS

基金：Humanities and Social Sciences of Ministry of Education Young Fund of China, Grant/Award Number: 20YJC880129

语种：英文

外文关键词：career calling; perceived social support; professional identity; special education teachers; work engagement

外文摘要：Researchers suggest that personal and contextual factors may interact to predict career calling; however, the antecedents of career calling have received less research attention. Consequently, the aim of this research is to develop and test a research model that investigates work engagement and professional identity as mediators of the effect of social support on career calling among 456 Chinese special education teachers. Structural equation modeling analyses revealed that perceived social support predicted high levels of work engagement, professional identity, and career calling. Furthermore, work engagement and professional identity simultaneously and sequentially mediated the relationship between perceived social support and career calling. Our findings suggest that supportive social relationships may increase the willingness to dedicate one's time and efforts and enhance the clarity of professional identity, ultimately fostering a sense of career calling. This research would be valuable to both academics and practitioners who are seeking to explore various antecedents of career calling.