中小学教师成败归因、教学效能与成就动机的关系研究

发布时间：2018-07-03 00:00

本文选题：中小学教师 + 成败归因　；参考：《曲阜师范大学》2007年硕士论文

【摘要】： 成就动机是近现代心理学研究领域的重要课题。成就动机作为一种社会性动机，它的强弱对于教师的生涯发展来说至关重要，而成败归因和自我效能是影响成就动机的重要因素。随着教育改革的持续深入，教师队伍的素质提升、角色转换、优胜劣汰也迫在眉睫。要想应对如此严峻而又激动人心的局面，教师必须拥有强有力的自我效能和成就动机。当代人力资源管理的中心已转向员工的潜力开发和能力运用，而成败归因和教学效能、成就动机正是开发和利用教师潜能，支持其迎接挑战的关键因素，对教师成败归因、教学效能、成就动机三者关系的探讨理应具有重大的理论意义和实用价值。本研究旨在发现中小学教师成就动机、成就归因和教学效能的密切联系，为培养、提高中小学教师的成就动机提供理论上的借鉴和参考。本研究采用问卷法对360名中小学教师的归因方式、教学效能、成就动机进行了研究，结果表明：(1)不同性别、地区、学历的教师在归因方式上差异显著。(2)不同类别、学历、地区学校教师的个人教学效能差异显著。(3)不同教龄和年龄、职称的教师的成就动机差异显著。(4)教师归因方式与教学效能存在显著相关；成败能力归因与追成动机、整体动机呈显著正相关；教师的外控性和运气归因与避免失败呈显著负相关，与合成动机形成显著正相关；个人教学效能感、一般教育效能感、整体教学效能感与追成动机、合成动机均呈极显著正相关；个人教学效能感、整体教学效能与免败动机显著负相关；教学效能对成就动机的影响要明显高于成就归因对成就动机的影响。(5)中小学教师的成就归因方式、教学效能和成就动机之间存在明显的相互作用，且三者在多个纬度上构成互为因果关系。
[Abstract]:Achievement motivation is an important subject in the field of modern psychology. As a kind of social motivation, achievement motivation plays an important role in teachers' career development, and the attribution of success or failure and self-efficacy are the important factors influencing achievement motivation. With the continuous deepening of educational reform, the quality of teachers, role transformation, survival of the fittest is imminent. To cope with such a tough and exciting situation, teachers must have strong self-efficacy and achievement motivation. The center of contemporary human resources management has shifted to the development and utilization of staff's potential, and the attribution of success and failure and teaching effectiveness, and achievement motivation is the key factor to develop and utilize the potential of teachers, to support them to meet the challenges, and to attribute the success or failure of teachers to their success or failure. The relationship between teaching efficiency and achievement motivation should be of great theoretical significance and practical value. The purpose of this study is to find out the close relationship among achievement motivation, achievement attribution and teaching efficacy of primary and secondary school teachers, and to provide a theoretical reference for training and improving the achievement motivation of primary and secondary school teachers. In this study, 360 primary and secondary school teachers' attribution style, teaching effectiveness and achievement motivation were investigated by questionnaire. The results showed that: (1) there were significant differences in attribution style among teachers with different gender, region and degree. (3) there are significant differences in achievement motivation among teachers with different teaching years and ages and titles. (4) Teachers' attribution style is significantly related to teaching efficacy, and the attribution of success or failure is associated with the pursuit of motivation. Overall motivation was significantly positively correlated; teachers' external control and attribution of luck were negatively correlated with failure avoidance, and significantly positively correlated with synthetic motivation; personal teaching efficacy, general educational efficacy, overall teaching efficacy and pursuit motivation. There was a significant positive correlation between synthetic motivation and individual teaching efficacy, and negative correlation between individual teaching efficacy and failure free motivation. The effect of teaching efficacy on achievement motivation is higher than that on achievement motivation. (5) there is obvious interaction among achievement attribution style, teaching efficacy and achievement motivation of primary and secondary school teachers. And the three in many latitudes form a causal relationship with each other.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G443

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