The Relationship Between Professional Identity and Psychological Capital of Normal School Students of Different Training Types

Taking 433 normal school students as the research object, this paper adopts positive psychological capital questionnaire and teacher professional identity scale for free normal students to investigate the differences of professional identity between the two training types (oriented training and non-oriented training), and the relationship between the psychological capital and professional identity of normal school students of different training types. Results show that: (1) The main effect of training type on role acceptance is significant; the interaction effect of training type, education level and gender on professional recognition and teaching commitment is significant;(2) The path analysis model of normal school students' psychological capital to the prediction of professional identity fits well; there are some differences in the path coefficient and effect value (direct and indirect effect) of psychological capital on professional identity prediction between two types of normal school students. The type of training is an important influencing factor of normal school students' professional identity. The psychological capital of normal school students can positively predict their professional identity. This kind of prediction is stronger in oriented training normal school students, compared with non-oriented training normal school students.