应用心理学

成就目标与教师效能感、焦虑、工作投入的关系:基于变量中心和个体中心的视角

  • 王嘉莹 ,
  • 姚梅林 ,
  • 刘红瑞
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  • 北京师范大学心理学部,应用实验心理北京市重点实验室,北京 100875

收稿日期: 2021-01-26

  网络出版日期: 2022-01-20

Relationships Among Teachers’ Achievement Goals, Self-Efficacy, Anxiety, and Work Engagement: Variable-Centered and Person-Centered Perspectives

  • WANG Jiaying ,
  • YAO Meilin ,
  • LIU Hongrui
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  • Faculty of Psychology, Beijing Normal University, Beijing Key Laboratory of Applied Experimental Psychology, Beijing 100875

Received date: 2021-01-26

  Online published: 2022-01-20

摘要

基于变量中心和个体中心的双重视角,考察1877名教师的成就目标与其效能感、焦虑和工作投入间的关系。结果显示:(1)掌握、表现趋近目标正向预测而表现回避目标负向预测工作投入,教师效能感、焦虑、教师效能感-焦虑在成就目标与工作投入间具有中介作用;(2)潜在剖面分析识别了五类不同的教师成就目标剖面,即掌握型、低掌握低趋近型、低掌握中等趋近型、高混合型、平均型,其中掌握型适应性最佳且占比最多;(3)教师效能感、焦虑、教师效能感-焦虑在成就目标剖面与工作投入间具有显著的中介作用。

本文引用格式

王嘉莹 , 姚梅林 , 刘红瑞 . 成就目标与教师效能感、焦虑、工作投入的关系:基于变量中心和个体中心的视角[J]. 心理与行为研究, 2022 , 20(1) : 122 -129 . DOI: 10.12139/j.1672-0628.2022.01.018

Abstract

Conducted from both variable-centered and person-centered perspectives, this study involved the relationships among 1,877 teachers’ achievement goals, self-efficacy, anxiety, and work engagement. Results showed that: 1) Mastery and performance-approach goals positively and performance-avoidance goals negatively predicted work engagement and that self-efficacy, anxiety, and “self-efficacy → anxiety” had varied degrees of mediating effects in such relationships. 2) Latent profile analysis produced five distinct profiles of teachers’ achievement goals: a) mastery-oriented, b) low mastery and low approach-oriented, c) low mastery and moderate approach- oriented, d) high multiple, and e) diffuse, among which the mastery-oriented profile showed the best adaptability and accounted for the largest number of teachers. 3) Self-efficacy, anxiety, and “self-efficacy → anxiety” played significant mediating roles in the relationship between teacher achievement goal profiles and work engagement.

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