ArticleFrontiers in psychology2025
Do teacher-training college students become more engaged in their studies because of commitment? The mediating role of self-control and the moderating role of core self-evaluation.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Supportive University Climate and AI Dependence Among Undergraduates: The Sequential Mediating Role of Academic Self-Efficacy and Self-Control.Behavioral sciences (Basel, Switzerland) · 2026Article
- The relationship between self-compassion and teacher self-efficacy in early childhood teachers: the mediating role of emotional exhaustion and the moderating role of core self-evaluation.Frontiers in psychology · 2026Article
- The impact of artificial intelligence literacy on learning engagement among university students: the mediating role of psychological capital and the moderating role of professional identity.Frontiers in psychology · 2026Article
- The impact of physical exercise on depression among college students: the mediating role of core self-evaluation and meaning in life.Frontiers in psychology · 2026Article
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Abstract
Objectives: As prospective educators, teacher candidates' learning engagement and development require significant attention. This study aims to investigate the mechanism of the role between professional commitment and learning engagement of teacher-training college students. Methods: A questionnaire survey was conducted with 846 randomly sampled teacher-training college students using four validated scales: the Results: The results showed that (1) Different dimensions of professional commitment have significant effects on self-control; (2) Both the impulse and control systems of self-control significantly affect learning engagement; (3) The impulsive system and control system of self-control mediate the different dimensions of professional commitment; (4) The effect of the impulse system and control system of self-control on learning engagement is moderated by core self-evaluation. Conclusion: The study's results reveal the mechanism of different dimensions of professional commitment's influence on learning engagement, particularly the roles of self-control (including both impulsive and control systems) and the core self-evaluation. These findings provided valuable insights for designing intervention to enhance learning engagement among teacher education students.
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