The professional identity of teachers has been the subject of considerable scholarly interest over the past several decades. However, there is a significant lack of scholarly research that explores the mechanisms that explain the correlation between psychological empowerment and professional identity. The aim of this study is to examine the internal mechanisms that underpin the association between psychological empowerment, psychological capital, psychological contract, and professional identity within the context of Chinese college counselors. A sample of 542 participants was recruited to complete self-report measures for the aforementioned constructs. The findings of this study suggest a positive correlation between psychological empowerment and the professional identity of college counselors. Psychological capital and psychological contract play a significant role as chain mediators in the relationship between psychological empowerment and the professional identity of college counselors. In conclusion, this study provides initial empirical support for the mediating role of psychological capital and psychological contract in the relationship between psychological empowerment and professional identity. The findings have both theoretical and practical implications for enhancing our understanding of the psychological processes underlying professional identity.
Cai et al. (Fri,) studied this question.