Li Huili. Understanding How Social Support Influences Preservice Kindergarten Teachers’Teaching Intentions——Chain Mediating Effects of Professional Identity and Self-EfficacyJ. The journal of xinyang normal university (philosophy and social science edition), 2026, 46(5): 68-75. DOI: 10.3969/j.issn.2097-5821.2026.05.010
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Citation:
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Li Huili. Understanding How Social Support Influences Preservice Kindergarten Teachers’Teaching Intentions——Chain Mediating Effects of Professional Identity and Self-EfficacyJ. The journal of xinyang normal university (philosophy and social science edition), 2026, 46(5): 68-75. DOI: 10.3969/j.issn.2097-5821.2026.05.010
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Li Huili. Understanding How Social Support Influences Preservice Kindergarten Teachers’Teaching Intentions——Chain Mediating Effects of Professional Identity and Self-EfficacyJ. The journal of xinyang normal university (philosophy and social science edition), 2026, 46(5): 68-75. DOI: 10.3969/j.issn.2097-5821.2026.05.010
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Citation:
|
Li Huili. Understanding How Social Support Influences Preservice Kindergarten Teachers’Teaching Intentions——Chain Mediating Effects of Professional Identity and Self-EfficacyJ. The journal of xinyang normal university (philosophy and social science edition), 2026, 46(5): 68-75. DOI: 10.3969/j.issn.2097-5821.2026.05.010
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