Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity.

ABSTRACT: Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky's social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previ

SUBMITTER: Wang XQ 

PROVIDER: S-EPMC5430070 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature