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

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ju-Chieh Huang
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引用次数: 0

摘要

本研究运用意志理论和目标设定理论的视角,分析教师的意志策略和任务价值对补习教学目标承诺的影响。本研究从 92 所小学收集样本,邀请了 460 名有补习教学经验的教师参与研究。共收到 296 份回复,回收率为 64.3%。研究采用多元方差分析和结构方程模型对数据进行分析。结果显示:首先,不同教学经验的教师在意志策略和目标承诺方面存在显著差异。补习教学经验越丰富的教师,其意志策略和目标承诺越好;第二,不同专业背景的补习教学教师在意志策略上存在显著差异。专业背景好的教师在自我效能感提升维度上表现出更高的意志策略。最后,教师的意志策略和任务价值对补习教学目标承诺的影响分别为强影响和中度影响。研究结果为教师培养计划提供了有用信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background

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.

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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
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).
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