Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy

被引：57
|
作者：
Cho, YoonJung [1 ]
Shim, Sungok Serena [2 ]
机构：
[1] Oklahoma State Univ, Sch Appl Hlth & Educ Psychol, Stillwater, OK 74078 USA
[2] Ball State Univ, Teachers Coll, Muncie, IN 47306 USA
来源：
TEACHING AND TEACHER EDUCATION | 2013年 / 32卷
关键词：
School goal structure; Achievement goal for teaching; Teacher's sense of efficacy; SELF-EFFICACY; EARLY ADOLESCENTS; STUDENTS PERCEPTIONS; LEARNING-STRATEGIES; MEDIATING ROLE; HELP-SEEKING; TASK-VALUE; MOTIVATION; CLASSROOM; ORIENTATION;
D O I：
10.1016/j.tate.2012.12.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study investigated contextual and personal factors associated with teachers' achievement goals for teaching. A total of 211 teachers completed an online survey. Hierarchical multiple regression analyses revealed that perceived school mastery goal structure and performance goal structure predicted teachers' mastery goals and performance-approach goals, respectively. Teachers' sense of efficacy moderated the effect of perceived school goal structures on achievement goals for teaching. Teachers with high teaching efficacy maintained personal achievement goals for teaching even when their schools emphasized conflicting goals. However, teachers with low teaching efficacy tended to assimilate the goals promoted by their schools. (C) 2012 Elsevier Ltd. All rights reserved.
引用
收藏
页码：12 / 21
页数：10
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