The influence of achievement motivation on the educational practice ability of pre-service teachers: the multiple mediating role of professional identity and learning engagement

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Abstract
Objective: According to Bronfenbrenner’s bioecological model of human development, focus on exploring the mechanism of person characteristics (achievement motivation) in their own development (improvement of educational practice ability).Method: A survey was conducted on 1,225 pre-service teachers in Anhui Province, China, using the Achievement Motivation Scale, Professional Identity Scale, Learning Engagement Scale, and Educational Practice Ability Scale.Results: (1) Achievement motivation can significantly and positively predict pre-service teachers’ educational practice ability; (2) Achievement motivation can indirectly affect pre-service teachers’ educational practice ability through the mediating effects of professional identity and learning engagement; (3) Professional identity and learning engagement play a chain mediated role in the impact of achievement motivation on pre-service teachers’ educational practice ability.

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