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

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

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。

Conducted from both variable-centered and person-centered perspectives, this study involved the relationships among 1,877teachers’ achievement goals, self-efficacy, anxiety, and work engagement. Results showed that: 1) Mastery and performanceapproach 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.