Influences of Self-Esteem and Family Functioning on Student Teachers' College Adaptation: Latent Change Score Analyses

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Finding Meaning: Purpose, Self-Authorship, and Pathways to Thriving (Table 8)

Abstract

College adaptation is important for student teachers’ professional development and future retention. This two-wave longitudinal study investigated the influences of self-esteem, family functioning, and their interaction on student teachers’ college adaptation process. Five hundred thirty-nine student teachers (89% females; Mage = 19.08, SDage = .78) were recruited from two preschool teacher training institutes in Shanghai, China, at the beginning of their second semester. Six months later, 504 participants reported their college adaptation again. Results showed that academic adaptation increased, whereas social adaptation remained stable across time. Self-esteem predicted the initial levels and change score of college adaptation. Family functioning predicted the initial levels of college adaptation. This study provided significant theoretical contributions and practical implications for preschool teacher education.

Authors

• Mengting LI, University of Hong Kong
  Presenting Author

• Zhengli Xie, The Hong Kong Polytechnic University
  Non-Presenting Author

• Fei Cao, University of Hong Kong
  Non-Presenting Author

• Li-Fang Zhang, University of Hong Kong
  Non-Presenting Author