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

doi:10.12139/j.1672-0628.2022.01.018

Abstract

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.

Key words: teachers’ achievement goal, work engagement, teachers’ self-efficacy, anxiety, latent profile analysis

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。

关键词: 教师成就目标, 工作投入, 教师效能感, 焦虑, 潜在剖面分析

CLC Number:

B849

WANG Jiaying, YAO Meilin, LIU Hongrui. Relationships Among Teachers’ Achievement Goals, Self-Efficacy, Anxiety, and Work Engagement: Variable-Centered and Person-Centered Perspectives[J]. Studies of Psychology and Behavior, 2022, 20(1): 122-129.

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.

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