Professional identity and learning engagement: Chain mediating effect among Chinese preservice teachers

On the basis of identification–participation and social identity theories, we investigated the association between preservice teachers’ professional identity and learning engagement, along with the individual and chain mediating effects of teacher occupational identity and emotional resilience. Using convenience sampling, we recruited 1,156 preservice teachers from two Chinese universities and asked them to complete a questionnaire. Findings indicated that professional identity was positively related to learning engagement. In addition, teacher occupational identity and emotional resilience partially mediated this connection. Further, teacher occupational identity and emotional resilience played a chain mediating role, linking professional identity with learning engagement. These results provide valuable insights for universities to enhance learning for preservice teachers.