ORIGINAL RESEARCH article
Front. Psychol.
Sec. Organizational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1587965
Social Cognitive Mindfulness and Professional Identity
Provisionally accepted
- 1Nanjing Xiaozhuang University, Nanjing, China
- 2Guanyun County Longju Central Primary School, Lian Yun Gang, China
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The current study investigates the effect of social cognitive mindfulness (SCM) on professional identity and the potential mediating role of resilience in this relationship. The professional identity of preschool teachers is assessed both explicitly using a self-reported scale and implicitly using the Implicit Association Test [SC-IAT]. A total of 106 Chinese preschool teachers were randomly recruited from Jiangsu Province. Participants completed the SC-IAT and several questionnaires. Results show that SCM significantly improved the preschool teachers' professional identity, both implicitly and explicitly. Results also reveal that resilience plays a mediating role in the relationship between SCM and professional identity. Thus, policymakers should focus on the promising impacts of mindfulness to enhance preschool teachers' professional identities, beliefs, self-concepts, and positive perceptions or emotions in ECE environments, while also incorporating psychological resilience resources.
Keywords: preschool teachers, mindfulness, professional identity, resilience, Implicit Association Test
Received: 07 Mar 2025; Accepted: 24 Sep 2025.
Copyright: © 2025 Tang, Wang and Yuan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yanmei Tang, tangyanmei1912@163.com
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