{"title":"补习教师的意志策略、任务价值和目标承诺与教学经验和专业背景差异之间的关系","authors":"Ju-Chieh Huang","doi":"10.1007/s12564-024-09938-5","DOIUrl":null,"url":null,"abstract":"<div><p>This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers’ volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers’ volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background\",\"authors\":\"Ju-Chieh Huang\",\"doi\":\"10.1007/s12564-024-09938-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers’ volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers’ volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs.</p></div>\",\"PeriodicalId\":47344,\"journal\":{\"name\":\"Asia Pacific Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia Pacific Education Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s12564-024-09938-5\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Education Review","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s12564-024-09938-5","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background
This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers’ volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers’ volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs.
期刊介绍:
The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context.
APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003.
APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).