The Levels of Negative Emotion, Academic Motivation, Teachers’ Professional Identity and Career Adaptability among Public-Funded Undergraduate Students in Teacher-Training Program in China

Abstract

Negative emotion, academic motivation, teacher’s professional identity, career adaptability are the fundamental aspects in the educational field, impacting college students’ academic outcome and career development, specially, undergraduate students in teacher-training program. This research utilized a quantitative approach with a survey method. The sample was randomly selected and consisted of 349 public-funded undergraduate students from teacher-training programs.The findings revealed that academic motivation had the highest mean score of 5.2138, followed by career adaptability at 4.0019, professional identity at 3.6238, and negative emotion at 2.816. The study suggests that college students need to be mentally and physically prepared to tackle new challenges. The results can serve as a resource for the Ministry of Education in China (MOE) to improve educational quality and enhance existing programs.