中学教师成就目标定向、教师效能感和教师状态焦虑的关系研究
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摘要
本研究通过问卷调查，运用相关分析、方差分析、回归分析、探索性因素分析、验证性因素分析、跨组比较等统计方法，对哈尔滨市和齐齐哈尔市6所中学共560名教师进行测量与实证研究，明确教师成就目标定向、教师效能感和教师状态焦虑之间的相关关系。具体说来，本研究得出以下实证结论：
（1）中学教师成就目标定向各维度、教师效能感和状态焦虑存在人口统计学变量的差异。具体而言：状态焦虑在是否担任班主任、年龄和职称上存在显著差异。中学教师教师效能感在民族上存在显著差异。掌握目标定向在性别、婚否、有无子女、学科、年龄、工龄和职称上存在显著差异。在掌握目标定向上，学科和是否担任班主任交互作用显著。成绩目标定向在性别、有无子女、学科、是否担任班主任、年龄、工龄和职称上存在显著差异。在成绩目标定向上，年龄、性别和学科交互作用显著。
（2）教师成就目标定向、教师效能感与教师状态焦虑之间存在有显著的相关关系。掌握目标定向和教师效能感有显著的正相关，与状态焦虑有显著的负相关。成绩目标定向与教师效能感有显著的正相关，与状态焦虑有显著的正相关。教师效能感与状态焦虑有显著的负相关。
（3）教师效能感和教师成就目标定向各维度对状态焦虑有一定的预测作用。其中教师效能感的预测作用较为显著。
（4）教师效能感在模型中起到部分中介作用，说明掌握目标定向对状态焦虑的预测作用部分通过教师效能感实现的。
（5）部分人口统计学变量在结构方程模型中存在调节作用。
在立足于本研究的实证结论的基础上，笔者通过对罗洛·梅存在主义焦虑观的解读和对建国后有关教师待遇、地位等相关政策的研究，提出以构建学习型校园为经纬，以促进教师的成就目标定向，教师成绩目标定向朝教师掌握目标定向转化及提高教师效能感为策略的教师状态焦虑应对方案。
This study through a questionnaire survey, correlation analysis, analysis ofvariance, regression analysis, exploratory factor analysis, confirmatory factor analysis,cross-group comparison of statistical methods, measurement and empirical total of560teachers in six secondary schools in Harbin and Qiqihar Citythe relationshipbetween research, clear teacher achievement goal orientation, teacher efficacy andteachers in state anxiety. Specifically, this study obtained the following empiricalfindings:
(1) Middle school teachers' achievement goal orientation each dimension, theteacher self-efficacy and state anxiety exist demography variable of the differences. Inthis regard, state anxiety as the teacher in charge, whether in age and title significantdifferences. Middle school teacher teachers in ethnic self-efficacy of significantdifferences. Mastery goal orientation in gender, marital status, without children,discipline, age, length of service and title significant differences. In the mastery goalorientation, discipline and whether as a teacher in charge interaction was significant.Performance goal orientation in sex, without children, subject, whether as a teacher incharge, age, length of service and title significant differences. In performance goalorientation, age, gender, and discipline interaction was significant.
(2) Teachers' achievement goal orientation, teachers' self-efficacy and stateanxiety is a significant relationship between. Mastery goal orientation and teachereffectiveness are a significant positive correlation, and state anxiety there is asignificantly negative correlation. Performance goal orientation and teachereffectiveness are a significant positive correlation, and state anxiety a significantlypositive correlation. The teacher self-efficacy and state anxiety there is a significantlynegative correlation.
(3) The teacher self-efficacy and teachers' achievement goal orientationdimensions on state anxiety has certain prediction effect. Most teachers self-efficacyprediction function is significant.
(4) Teachers in play self-efficacy model of intermediary function, explainmastery goal orientation to state anxiety prediction function by teachers ofself-efficacy of realization.
(5) Part of demography variable structure equation model in existing inregulatory role.
Based on the research on the basis of the conclusion, the author of the Rollo May exist for the interpretation of the concept of anxiety and after liberation aboutteachers' pay, status and related policy research, the paper puts forward theconstruction of learning-oriented campus as its frame.
（1）中学教师成就目标定向各维度、教师效能感和状态焦虑存在人口统计学变量的差异。具体而言：状态焦虑在是否担任班主任、年龄和职称上存在显著差异。中学教师教师效能感在民族上存在显著差异。掌握目标定向在性别、婚否、有无子女、学科、年龄、工龄和职称上存在显著差异。在掌握目标定向上，学科和是否担任班主任交互作用显著。成绩目标定向在性别、有无子女、学科、是否担任班主任、年龄、工龄和职称上存在显著差异。在成绩目标定向上，年龄、性别和学科交互作用显著。
（2）教师成就目标定向、教师效能感与教师状态焦虑之间存在有显著的相关关系。掌握目标定向和教师效能感有显著的正相关，与状态焦虑有显著的负相关。成绩目标定向与教师效能感有显著的正相关，与状态焦虑有显著的正相关。教师效能感与状态焦虑有显著的负相关。
（3）教师效能感和教师成就目标定向各维度对状态焦虑有一定的预测作用。其中教师效能感的预测作用较为显著。
（4）教师效能感在模型中起到部分中介作用，说明掌握目标定向对状态焦虑的预测作用部分通过教师效能感实现的。
（5）部分人口统计学变量在结构方程模型中存在调节作用。
在立足于本研究的实证结论的基础上，笔者通过对罗洛·梅存在主义焦虑观的解读和对建国后有关教师待遇、地位等相关政策的研究，提出以构建学习型校园为经纬，以促进教师的成就目标定向，教师成绩目标定向朝教师掌握目标定向转化及提高教师效能感为策略的教师状态焦虑应对方案。
This study through a questionnaire survey, correlation analysis, analysis ofvariance, regression analysis, exploratory factor analysis, confirmatory factor analysis,cross-group comparison of statistical methods, measurement and empirical total of560teachers in six secondary schools in Harbin and Qiqihar Citythe relationshipbetween research, clear teacher achievement goal orientation, teacher efficacy andteachers in state anxiety. Specifically, this study obtained the following empiricalfindings:
(1) Middle school teachers' achievement goal orientation each dimension, theteacher self-efficacy and state anxiety exist demography variable of the differences. Inthis regard, state anxiety as the teacher in charge, whether in age and title significantdifferences. Middle school teacher teachers in ethnic self-efficacy of significantdifferences. Mastery goal orientation in gender, marital status, without children,discipline, age, length of service and title significant differences. In the mastery goalorientation, discipline and whether as a teacher in charge interaction was significant.Performance goal orientation in sex, without children, subject, whether as a teacher incharge, age, length of service and title significant differences. In performance goalorientation, age, gender, and discipline interaction was significant.
(2) Teachers' achievement goal orientation, teachers' self-efficacy and stateanxiety is a significant relationship between. Mastery goal orientation and teachereffectiveness are a significant positive correlation, and state anxiety there is asignificantly negative correlation. Performance goal orientation and teachereffectiveness are a significant positive correlation, and state anxiety a significantlypositive correlation. The teacher self-efficacy and state anxiety there is a significantlynegative correlation.
(3) The teacher self-efficacy and teachers' achievement goal orientationdimensions on state anxiety has certain prediction effect. Most teachers self-efficacyprediction function is significant.
(4) Teachers in play self-efficacy model of intermediary function, explainmastery goal orientation to state anxiety prediction function by teachers ofself-efficacy of realization.
(5) Part of demography variable structure equation model in existing inregulatory role.
Based on the research on the basis of the conclusion, the author of the Rollo May exist for the interpretation of the concept of anxiety and after liberation aboutteachers' pay, status and related policy research, the paper puts forward theconstruction of learning-oriented campus as its frame.
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