Abstract

This study examines the mechanism through which intention (INT) is translated into pedagogical content knowledge (PCK) in the organization of music activities among Early Childhood Education students. Using a moderated mediation model (PROCESS Model 14, N = 514), the study tests the mediating role of critical reflection (CR) and the moderating role of perceived behavioral control (PBC). The findings indicate that CR fully mediates the relationship between INT and PCK. The hypothesis that PBC moderates the relationship between CR and PCK was not supported; instead, PBC exerted a strong direct effect on PCK. Accordingly, the study proposes a “two- pillar” model in which PCK develops concurrently through cognitive transformation fostered by CR and perceived capacity for action strengthened by PBC. These findings offer important implications for Early Childhood Education students.

Keywords: Critical reflection, moderated mediation model, pedagogical content knowledge (PCK), perceived behavioral control, preschool music activities.