Psychological Development and Education ›› 2017, Vol. 33 ›› Issue (1): 45-55.doi: 10.16187/j.cnki.issn1001-4918.2017.01.06

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The Social Cognition Processing Characteristics on Occupational Events in Teachers with Different Levels of Professional Identity

WEI Shuhua1, SONG Guangwen2, ZHANG Dajun3   

  1. 1. School of Education and Psychology, University of Jinan, Jinan 250022;
    2. College of Ideology and Politics, South China University of Technology, Guangzhou 510641;
    3. School of Psychology, Southwest University, Chongqing 400715
  • Online:2017-01-15 Published:2017-01-15

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Abstract: Through Tversky's social cognition experiment paradigm, this study explored whether there were different social cognition processing characteristics on occupational events in the process of encoding, recognition and priming of teachers with high or low professional identity. The results showed that:(1) Teachers with high professional identity encoded more positive items as positive items and encoded less positive and neutral items as negative items. The positively encoding bias of positive items and neutral items in teachers with high professional identity was significantly higher than which in the teachers with low professional identity. (2) Teachers with high professional identity recognized more originally positive and neutral items. Teachers with low professional identity misjudged much more newly neutral and negative items as originally. (3) The positively priming items and the positively priming bias in teachers with high professional identity was significantly higher than which in the teachers with low professional identity. Conclusion:There were different social cognition processing characteristics on occupational events in teachers with different levels of professional identity. The social cognition processing in teachers with high professional identity was more positive and effective.

Key words: professional identity, occupational events, social cognition processing

CLC Number: 

  • G442

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