Examines the link between socioeconomic status and future work perception among teacher education students, implying that personal traits shape career expectations.
Drawing on Social Cognitive Career Theory (SCCT), this study examined how subjective socioeconomic status (SSS) is associated with teacher education students' perceptions of future decent work (FDW), with career commitment (CC) as a mediating mechanism and proactive personality (PP) as a moderating factor. Data were collected from 542 undergraduates enrolled in teacher education programs in Fujian Province, China. Structural equation modeling with bootstrapping was used to test the hypothesized moderated mediation model. The results indicated that SSS was positively related to FDW, and this association was partially mediated by CC. In addition, PP moderated the association between CC and FDW, such that the positive link was stronger among students with higher levels of PP. The findings highlight how contextual perceptions and personal agency jointly shape students' expectations of future work quality in an uncertain employment environment. Theoretical and practical implications for career development in teacher education are discussed.
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Sheng et al. (2026) studied this question.
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