初二学生知觉到的教师期望、自我价值感与目标取向的关系研究

The Relationship between Eighth Graders Perceived Teacher- Expectancy, Self-Worth and Goal Orientation

以274名初中二年级学生为被试,采用验证性因素分析和多元回归方法对教师期望、自我价值感及目标取向的关系进行研究。结果表明:(1)人口统计学变量(性别和班别)对教师期望、自我价值感及目标取向有影响。(2)教师期望与自我价值感和目标取向相关显著:积极效应与自我价值感及目标取向的各维度呈显著正相关,消极效应与自我价值感及目标取向各维度呈显著负相关。(3)在控制了人口统计学变量后,教师期望与自我价值感仍对目标取向各维度具有较强的预测作用。(4)自我价值感在教师期望对目标取向各维度的影响上起到了中介作用。

The present study investigated the relationship between teacher-expectancy, self-worth and goal orientation. 274 eighth graders of a middle school responded to questionnaires. The following results were obtained :(1) The demographic variables(gender and class type) had influence on teacher-expectancy, self-worth and goal orientation.(2)There were significantly positive correlations between variances of teacher-expectancy, self-worth and goal orientation: positive effect was positively related with every dimension of self-worth and goal orientation, and negative effect was negatively related with every dimension of self-worth and goal orientation. (3) After controlling the demographic variables, teacher expectancy and self-worth still played significantly predictive roles on goal orientation. (4) Self-worth played a meditative role in the relevance between teacher-expectancy and the dimensions of goal orientation.