Evidence map›Paper›PMID 42293910›Full record

ArticleFrontiers in psychology2026

From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers.

Amal Mubarak Alsuwaylim, Mohammed A Alshehri, Ali Lamouchi, Mohamed Sayed Abdellatif, Ashraf Ragab Ibrahim, Mohamed Ali Nemt-Allah

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Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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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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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

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

6 authors.

Amal Mubarak Alsuwaylim *Department of Psychology, College of Education, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Mohammed A Alshehri *Department of Curriculum and Instruction, College of Education, King Saud University, Riyadh, Saudi Arabia.
Ali LamouchiDepartment of English Language and Literature, College of Science and Humanities, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Mohamed Sayed AbdellatifDepartment of Psychology, College of Education, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Ashraf Ragab IbrahimEducational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Dakahlia, Egypt.
Mohamed Ali Nemt-AllahEducational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Dakahlia, Egypt.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Professional identity development among EFL student teachers represents a critical yet psychologically demanding process, shaped by competing pressures including language anxiety, practicum challenges, and emotional labor. Despite growing recognition of growth mindset as a pivotal psychological resource in teacher education, the mechanisms through which it influences professional identity remain insufficiently understood. This study examines the mediating role of teacher resilience in the relationship between growth mindset and professional identity among EFL student teachers. A quantitative cross-sectional survey design is employed with a main sample of 706 EFL student teachers. Data are collected using three validated instruments: the Growth Mindset Scale, the Vietnam Teachers' Resilience Scale, and the Teacher Professional Identity Scale. Mediation analysis is conducted using Hayes' PROCESS macro with 5,000 bootstrap samples and 95% bias-corrected confidence intervals. Results reveal that growth mindset is significantly associated with both teacher resilience and professional identity. Teacher resilience was statistically consistent with a partial indirect role, accounting for 28.55% of the total association. These findings, drawn from a convenience sample of Egyptian EFL student teachers and therefore limited in generalizability, highlight the complementary roles of growth mindset and resilience in shaping professional identity, within similar Arabic-speaking institutional contexts.

Indexed as

EFL student teachersgrowth mindsetmediation analysisprofessional identityteacher educationteacher resilience

Identifiers

PMID42293910
PMCPMC13260180

What OpenQuestion holds

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LicenceCC BY
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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.