The effect of pre-service music teachers' professional identity on academic burnout: the mediating role of psychological resilience and the moderating role of peer relationships

This study investigated the mediating and moderating effects of peer relationships and psychological resilience on pre-service teachers' professional identities and academic burnout among Chinese college students majoring in music. A total of 512 undergraduate music students from China completed self-report questionnaires assessing their professional identity, psychological resilience, peer relationships, and academic burnout. SPSS's PROCESS macro model 4 and 7 were used to ascertain the relationship between professional identity and academic burnout, as well as the moderated mediation model. These findings indicate that psychological resilience controls the connection between the professional identity of pre-service music teachers and academic burnout. Peer relationships play a moderating role in the association between professional identity and psychological resilience. Strong peer interactions counteracted the adverse effects of reduced professional identification on psychological resilience. This study aimed to identify the primary elements associated with professional identity and academic burnout experienced by pre-service music teachers in China. It offers empirical evidence to support established theories and to further investigate the relationship between professional identity and academic burnout in music teaching. This study offers insights that can inform practical recommendations for psychological interventions that could enhance the professional identity of Chinese pre-service music instructors and alleviate academic burnout.