The Structural Relationships among Intrinsic Beliefs about Willpower, Teaching Professionalism, and the Psychological Well-Being of Students of a College of Education

ABSTRACT

This study aimed to analyze the structural relationships among intrinsic beliefs about willpower, teaching professionalism, and the psychological well-being of students at a college of education. The subjects of this study were 111 male and 186 female students, totaling 297 students studying at a college of education. The instruments used in the study were the intrinsic beliefs about willpower, teaching professionalism, and psychological well-being. Nonlimited beliefs about willpower showed a significant effect on the teaching professionalism and psychological well-being of the college of education students. Teaching professionalism had a significant effect on the relationship between the nonlimited theory of intrinsic beliefs about willpower and the psychological well-being of college of education students. Male and female students showed differences in their intrinsic theories pertaining to willpower, teaching professionalism, and psychological well-being. This study is meaningful as it examines how intrinsic beliefs about willpower affect the teaching professionalism and psychological well-being of college of education students.