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The Structure of Achievement Goal and Paths between Teachers’ Achievement Goal, Job Satisfaction and Cognition of Teaching Effects in Senior Middle School

Author: WenJunQiang
Tutor: YangJiPing
School: Shanxi University
Course: Developmental and Educational Psychology
Keywords: Achievement goal Teaching effectiveness of cognitive Job Satisfaction High school teachers
CLC: G443
Type: Master's thesis
Year: 2005
Downloads: 268
Quote: 5
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Abstract


The achievement goals achievements purpose of the act, is a major achievement motivation, achievement motivation, from the perspective of social cognition research emphasis on individual awareness of the goals of its successor acts. With the deepening of the study, the researchers on the understanding of the structure of achievement goals from dichotomy to quartering, and do a lot of empirical research achievement goals related factors, the results show that a quarter of the structure better stability, influencing factors on achievement goals not only with the other aspects of the individual's cognitive ability attribution and expectations related to the perception of the target scenario also affects the behavior of individuals might take, such as the choice of machining strategy The impact on the individual's feelings, such as anxiety to complete the goal of life happiness also influential. However, these studies focused on student learning areas and sports fields, making it the inference of the findings are very much restricted. This study selected teachers in career fields as the object of study, application questionnaire for teachers achievement goal structure and factors influencing study designed to test the structure of achievement goals quartile teachers in Adaptability, and preliminary investigation affecting teachers' achievements The goals of the relevant factors. Study through questionnaires measuring teachers to grasp the degree of recognition of the situational and teaching satisfaction, were used for the examination of the relationship between achievement goals and lead variables and outcome variables. On the basis of the literature, made the following assumptions: the teaching effect cognitive grasp the type of achievement goal there is a strong positive correlation; master and a positive sense of self-worth to meet goals and work close to the type, performance - avoidant goals exchanges aspects and meet social comparison negatively correlated; achievement goals play a regulating role in the relationship between the effectiveness of teaching cognitive job satisfaction. The study results show that: a comparison with other structures, the achievement goals quarters structure to get the best support in the present study. At the same time, four goals model than the independent model to better fit the degree. Differences within-test indicated that the test scores in the four categories of achievement goals exist significant differences in score from highest to lowest, followed by master - close to the target, the performance - close to the target, the performance - avoidance goal master - avoidance goal , indicating that the teachers' objectives, mainly to close to the objectives of the type. 3, the relationship between test variables and achievement goal orientation rather vague, but the teachers are teaching subjects have an impact on various achievement goals. 4, control, consistent with the hypothesis manifested in master - close to the target and performance - avoidance goals and teaching effect of cognitive and job satisfaction relationship, inconsistent performance in cognitive and mastered - avoidance goals and teaching effectiveness Satisfaction

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