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Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China
The relationship among the social support, professional identity, and academic self-efficacy (ASE) of Chinese preservice special education teachers are explored by measuring the perceived social support, professional identity, and ASE of 302 undergraduate students. Results of the multiple regression...
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| 出版年: | Front Psychol |
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| 主要な著者: | , , , |
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
Frontiers Media S.A.
2020
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| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC7082401/ https://ncbi.nlm.nih.gov/pubmed/32231616 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.3389/fpsyg.2020.00374 |
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