Evidence map›Paper›PMID 40240382›Full record

ArticleScientific reports2025

Emotional intelligence moderated the mediating effect of professional identity between social support and psychological well-being among pre-service teachers.

Qi Hui, Yuan Li, Rongjuan Zhu, Ying Li, Tong Wang, Xiang Che, Xuqun You

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In one paragraph

Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Qi HuiSchool of Management, Xi'an University of Science and Technology, Xi'an, 710054, China.
Yuan LiKey Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province & School of Psychology, Shaanxi Normal University, Xi'an, 710062, China.
Rongjuan ZhuSchool of Management, Xi'an University of Science and Technology, Xi'an, 710054, China.
Ying LiKey Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province & School of Psychology, Shaanxi Normal University, Xi'an, 710062, China.
Tong WangKey Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province & School of Psychology, Shaanxi Normal University, Xi'an, 710062, China.
Xiang CheKey Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province & School of Psychology, Shaanxi Normal University, Xi'an, 710062, China. xiang.che@snnu.edu.cn.
Xuqun YouKey Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province & School of Psychology, Shaanxi Normal University, Xi'an, 710062, China. youxuqun@snnu.edu.cn.

Funding

Natural Science Basic Research Plan in Shaanxi Province of China 2024JC-YBQN-0241Shaanxi Teacher Development Research Program 2023JSZD007The Ministry of Education of Humanities and Social Science Project of China 23YJC190042The Teacher Education Reform and Development Research Program of Shannxi Province 2022JSY032The work was supported by the The Ministry of Education of Humanities and Social Science Project of China 24XJC190001
6 · The paper itself

Abstract

Based on the Conservation of Resources Theory, the research explored the relationships between social support and the psychological well-being of pre-service teachers. It specifically examined the mediating effects of professional identity and the moderating impact of emotional intelligence. A cross-sectional survey was conducted using the Perceived Social Support Questionnaire, Teachers' Professional Identity Scale, Emotional Intelligence Scale, and Flourishing Scale with a sample of 457 (68.10% were female, and 31.90% were male) pre-service teachers in Shaanxi. The results showed that (1) social support of pre-service teachers had a positive and direct effect on psychological well-being; (2) professional identity mediated the positive association between social support and psychological well-being; (3) emotional intelligence moderated the first-stage path of the indirect effect through professional identity. These findings elucidate the role of external resources (social support) and internal resources (professional identity and emotional intelligence) in pre-service teachers, and suggest that comprehensive and holistic intervention programs may be enhancing psychological well-being among pre-service teachers.

Indexed as

Emotional IntelligenceSchool TeachersSocial IdentificationSocial SupportAdultCross-Sectional StudiesFemaleHumansMaleMental HealthMiddle AgedPsychological Well-BeingSurveys and QuestionnairesEmotional intelligencePre-service teachersProfessional identityPsychological well-beingSocial support

Identifiers

PMID40240382
PMCPMC12003786

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.