Supplementary file 1_The effect of cognitive control and flexibility on perceptions of professional identity in teachers: the multimediating role of career adaptability, career engagement, and career optimism.zip

IntroductionTeachers' professional identity has recently become a prominent focus in educational research, as it is closely related to teachers' effectiveness, motivation, and professional performance. Identifying the psychological factors that strengthen teachers' sense of professional identity is therefore critical, particularly in challenging professional contexts.
MethodsThis study examined the associations between cognitive control/flexibility and teachers' professional identity in Türkiye, with an emphasis on the sequential and multiple mediating roles of career optimism, career engagement, and career adaptability. The sample consisted of 372 teachers (175 women and 197 men). Data were analyzed using structural equation modeling and serial multiple mediation analysis, with the integrated use of SPSS, AMOS, and JASP software.
ResultsThe findings revealed that career optimism, career adaptability, and career engagement functioned as significant serial and multiple mediators in the relationship between cognitive control/flexibility and professional identity. While cognitive control/flexibility showed limited direct effects, their influence on professional identity was transmitted primarily through career-related psychological resources. In addition, individual characteristics, particularly age, were found to influence these processes.
DiscussionThe results highlight the importance of fostering career development, motivation, and psychological flexibility in supporting teachers' professional identity. These findings offer practical implications for educational policy and teacher development programs, emphasizing the role of career-related resources in sustaining teachers' professional effectiveness and long-term career engagement.

引言
教师职业认同近年来已成为教育研究的热点议题，因其与教师的工作效能、职业动机及职业表现紧密相关。因此，识别能够强化教师职业认同感的心理因素至关重要，尤其是在复杂严峻的职业环境中。
研究方法
本研究以土耳其的教师为对象，考察了认知控制/认知灵活性（cognitive control/flexibility）与教师职业认同之间的关联，并重点探讨了职业乐观主义（career optimism）、职业投入（career engagement）与职业适应能力（career adaptability）在其中的序列多重中介作用。本次研究的样本包含372名教师（女性175名，男性197名）。数据分析采用结构方程模型（structural equation modeling）与序列多重中介分析方法，并综合使用SPSS、AMOS及JASP统计软件。
研究结果
研究结果显示，职业乐观主义、职业适应能力与职业投入在认知控制/认知灵活性与教师职业认同的关系中发挥了显著的序列多重中介作用。尽管认知控制/认知灵活性的直接效应较为有限，但它们对职业认同的影响主要通过职业相关心理资源进行传递。此外，研究发现个体特征（尤其是年龄）会对上述过程产生影响。
讨论
本研究结果凸显了促进职业发展、职业动机与心理灵活性对支撑教师职业认同的重要性。上述发现为教育政策制定与教师发展项目提供了实践启示，强调了职业相关资源在维持教师职业效能与长期职业投入中的关键作用。