Career adaptability is essential for the effective career development of pre-service teachers, who must also possess strong self-directed learning skills. Although self-directed learning is a fundamental skill for these individuals, its impact on career adaptability (and vice versa) is not yet well understood. Additionally, the role of cognitive reappraisal in mediating reciprocal relationship between these two variables remains unclear. To explore these dynamics, three online surveys were conducted with 800 Chinese pre-service teachers during their teaching internships, collecting data on self-directed learning, cognitive reappraisal, and career adaptability. Findings based on a cross-lagged panel model revealed that self-directed learning at the initial survey (T1) and the follow-up (T2) predicted career adaptability at subsequent time points (T2 and T3). However, this relationship was not reciprocal; career adaptability at T1 did not influence cognitive reappraisal at T2 or self-directed learning at T3. Furthermore, self-directed learning at T1 positively impacted cognitive reappraisal at T2, which in turn enhanced career adaptability at T3. These results suggest that while career adaptability tends to result from pre-service training, both self-directed learning and cognitive reappraisal significantly impact it. Understanding these relationships before individuals become full-time teachers can significantly enhance their career development. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.
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