Effects of Social Support on Professional Identity of Secondary Vocational Students Major in Preschool Nursery Teacher Program: A Chain Mediating Model of Psychological Adjustment and School Belonging

Background: In the context of high turnover rate preschool nursery teachers, teacher program in secondary vocational schools has been an important channel for sending qualified teachers to early education institutions, and fostering students’ professional identity, which is key their future career construction development; therefore, this study aims investigate mechanism social support on with a chain mediating effect psychological adjustment school belonging. Methods: 377 third-year students from majoring teaching were surveyed Social Support Scale, Professional Identity School Belonging Well-being Discrimination Perception Scale Self-Identity Scale. Results: (1) Correlation analysis showed that support, belonging, (well-being, self-identity) significantly positively correlated each other. A significant negative correlation was found between discrimination perception other variables. (2) belonging played partially role effects identity. Conclusions: not only directly influences but also indirectly affects identity through