教师成就目标的测量及其与学校目标结构的关系

发布时间：2018-04-15 09:24

本文选题：教师成就目标 + 学校目标结构　；参考：《心理发展与教育》2010年02期

【摘要】：首先,依据Elliot关于成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。浙江省内外十多所中小学523份有效调查数据的探索性和验证性因素分析的结果表明,教师成就目标由6个因素构成,即:绝对-回避目标、个人-回避目标、参照-回避目标、个人-接近目标、参照-接近目标、绝对-接近目标。然后,利用浙江省内外另外十多所中小学625份调查问卷的结果,采用结构方程模型技术对教师成就目标和学校目标结构之间的关系进行了分析。结果表明,掌握目标结构对绝对-接近目标、个人-接近目标具有显著正效应,对绝对-回避目标具有显著负效应;成绩目标结构对绝对-接近目标、参照-接近目标、个人-回避目标和参照-回避目标具有显著正效应。
[Abstract]:Firstly, according to Elliot's theoretical conception of competence definition and competence titer of achievement goals, the theoretical structure of teachers' achievement goals is put forward.The results of exploratory and confirmatory factor analysis of 523 effective investigation data in more than ten primary and secondary schools in Zhejiang Province show that the achievement goal of teachers is composed of six factors, namely, absolute avoidance goal, individual avoidance goal, reference-avoidance goal, and so on.Individual-approach goal, reference-approach goal, absolute-approach goal.Then, based on the results of 625 questionnaires in more than 10 primary and secondary schools in Zhejiang Province, the relationship between teachers' achievement goals and school goal structures is analyzed by using structural equation model technology.The results show that mastering goal structure has significant positive effect on absolute approach goal, individual approach goal has significant negative effect on absolute avoidance goal, achievement goal structure has significant negative effect on absolute approach goal, reference approach goal.Individual-avoidance goals and reference-avoidance goals have significant positive effects.
【作者单位】：杭州师范大学心理系;
【基金】：全国教育科学“十一五”规划教育部项目(FIB080447)
【分类号】：G451.1

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