教师成就目标的测量及其与学校目标结构的关系

Measurement of Teacher Achievement Goal and its Relationship with Schools'Goal Structures

首先,依据Elliot关于成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。浙江省内外十多所中小学523份有效调查数据的探索性和验证性因素分析的结果表明,教师成就目标由6个因素构成,即:绝对-回避目标、个人-回避目标、参照-回避目标、个人-接近目标、参照-接近目标、绝对-接近目标。然后,利用浙江省内外另外十多所中小学625份调查问卷的结果,采用结构方程模型技术对教师成就目标和学校目标结构之间的关系进行了分析。结果表明,掌握目标结构对绝对-接近目标、个人-接近目标具有显著正效应,对绝对-回避目标具有显著负效应;成绩目标结构对绝对-接近目标、参照-接近目标、个人-回避目标和参照-回避目标具有显著正效应。

The first step was to put forward the theoretical structure of the teacher achievement goal which was formed on the basis of Elliot＇ s evaluation standard of goal achievement and his framework about ability efficiency. The research collected samples from over a dozen of primary school and middle school teachers in and out of Zhejiang Province. The analysis was carried out on 523 valid questionnaires. The results of exploratory factor analysis and confirmatory analysis indicated that the structure of the teachers＇ achievement goal orientation include 6 factors, they are absolute-avoidance, individual-avoidance, reference-avoidance, individual-approach, reference- approach, absolute-approach. Additionally, the relationship of teachers＇ personal goals and schools＇ goal structures were discussed. This research collected samples from more than a dozen of other schools, and the analysis was based in 625 valid questionnaires. The result indicated that mastery goal structure had positive effect on absolute-approach goal, individual-approach goal, but negative effect on absolute-avoidance goal; performance goals structure had positive effect on absolute-approach goal, reference-approach goal, individual-avoidance goal and reference-avoidance goal.