学习自我监控在教师学习方式和工作绩效间的中介效应研究——基于西北农村地区教师的实证分析

A Study on the Mediating Effect of Self-monitoring in Learning between Teachers' Learning Style and Work Performance——An Empirical Analysis Based on Teachers in Northwest Rural Areas

工作绩效作为教师考核的重点,是反映教师工作成果的重要指标之一,也是教师学习结果的重要体现。以教师学习方式量表、学习自我监控量表、教师工作绩效量表为测量工具,对299位西北农村地区教师进行调查,探讨西北农村地区教师学习方式、学习自我监控与其工作绩效的关系以及自我监控在两者之间的中介作用,结果显示:西北农村地区教师所采用的三种学习方式对其工作绩效均有显著影响,影响力大小依次为自主学习、偶发学习和正式学习;教师学习心理自我监控对其工作绩效作用不显著,行为自我监控与环境自我监控在教师学习方式与工作绩效间起到部分中介作用。

Work performance, as the focus of teacher assessment, is one of the important indicators that reflect the results of teachers' work, and also an important manifestation of teachers' learning outcomes. Using teachers' learning method scale, self-monitoring of learning scale and teachers' work performance scale as measurement tools, 299 teachers from northwestern rural areas were surveyed to explore the relationship between teachers' learning style, self-monitoring and work performance, and the mediating effect of self-monitoring between the two. The results show that the three learning styles adopted by teachers in rural areas in Northwest China have a significant impact on their work performance, with self-learning, incidental learning and formal learning being in importance respectively;teachers' self-monitoring in learning psychology has no significant effect on their work performance, and behavioral self-monitoring and environmental self-monitoring play a partial mediating effect between teachers' learning style and their work performance.