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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.
Alsuwaylim et al. (Fri,) studied this question.