【摘要】：隨著我國(guó)改革開放的不斷推進(jìn)和市場(chǎng)經(jīng)濟(jì)的蓬勃發(fā)展,民辦教育產(chǎn)業(yè)獲得了快速發(fā)展,已成為我國(guó)教育事業(yè)的重要組成部分,尤其是得益于國(guó)家優(yōu)惠政策的支持和市場(chǎng)的歡迎,私立中小學(xué)校在近幾年取得了飛速的發(fā)展。在市場(chǎng)競(jìng)爭(zhēng)的大環(huán)境中,私立中小學(xué)校的教學(xué)質(zhì)量是其生存和發(fā)展的根本,而教師的工作績(jī)效則直接影響著學(xué)校的教學(xué)質(zhì)量。如何提高教師的工作績(jī)效已成為必須要討論的問題。在員工工作績(jī)效管理方面,傳統(tǒng)的研究主要著眼于智力因素的影響,但隨著研究的深入,越來(lái)越多的學(xué)者開始關(guān)注非智力因素對(duì)個(gè)體工作績(jī)效的影響,并且由于非智力因素在操作層面的優(yōu)勢(shì),使得其具有更高的研究?jī)r(jià)值和現(xiàn)實(shí)意義。成就動(dòng)機(jī)就是對(duì)個(gè)體工作績(jī)效有顯著影響的非智力因素,并因其獨(dú)特的視角和良好的實(shí)證表現(xiàn)逐漸成為了近年來(lái)國(guó)內(nèi)外學(xué)者關(guān)注的熱點(diǎn),其中,成就目標(biāo)導(dǎo)向的研究更是學(xué)者們關(guān)注的焦點(diǎn)。本文以某教育集團(tuán)所屬的三所私立中小學(xué)校的教師為研究對(duì)象,通過文獻(xiàn)調(diào)研、理論分析和質(zhì)性訪談,對(duì)私立中小學(xué)教師成就目標(biāo)導(dǎo)向、工作績(jī)效的定義和維度進(jìn)行了討論,并對(duì)成就目標(biāo)導(dǎo)向各維度的交互效應(yīng)進(jìn)行了分析,之后對(duì)成就目標(biāo)導(dǎo)向及其交互項(xiàng)與工作績(jī)效的關(guān)系進(jìn)行了探討,提出了本文的研究假設(shè);然后通過問卷調(diào)查獲取相關(guān)的數(shù)據(jù),并對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,以驗(yàn)證所提出的假設(shè);最后對(duì)研究結(jié)論進(jìn)行進(jìn)一步的討論,揭示了影響私立中小學(xué)教師工作績(jī)效的內(nèi)在心理機(jī)制,進(jìn)而對(duì)學(xué)校的教師培養(yǎng)和管理工作提出指導(dǎo)意見。通過實(shí)證研究和深入分析,本文的主要結(jié)論如下:私立中小學(xué)教師成就目標(biāo)導(dǎo)向主要有三個(gè)維度:學(xué)習(xí)目標(biāo)導(dǎo)向、證明目標(biāo)導(dǎo)向和逃避目標(biāo)導(dǎo)向;私立中小學(xué)教師工作績(jī)效主要是任務(wù)績(jī)效。學(xué)習(xí)目標(biāo)導(dǎo)向?qū)ぷ骺?jī)效存在正向影響;證明目標(biāo)導(dǎo)向?qū)ぷ骺?jī)效存在正向影響;逃避目標(biāo)導(dǎo)向?qū)ぷ骺?jī)效存在負(fù)向影響。學(xué)習(xí)目標(biāo)導(dǎo)向與證明目標(biāo)導(dǎo)向之間存在交互效應(yīng),且學(xué)習(xí)證明交互項(xiàng)與工作績(jī)效顯著負(fù)相關(guān);學(xué)習(xí)目標(biāo)導(dǎo)向與逃避目標(biāo)導(dǎo)向之間存在交互效應(yīng),且學(xué)習(xí)逃避交互項(xiàng)與工作績(jī)效顯著負(fù)相關(guān);證明目標(biāo)導(dǎo)向與逃避目標(biāo)導(dǎo)向之間不存在交互效應(yīng)。
[Abstract]:With the continuous promotion of reform and opening up in China and the vigorous development of market economy, the private education industry has gained rapid development, which has become an important part of our country's education, especially thanks to the support of the state preferential policies and the welcome of the market. Private primary and secondary schools have made rapid development in recent years. In the environment of market competition, the teaching quality of private primary and middle schools is the root of its survival and development, and the teachers' work performance directly affects the teaching quality of the schools. How to improve the performance of teachers has become a problem to be discussed. In the aspect of employee performance management, the traditional research mainly focuses on the influence of intelligence factors, but with the deepening of the research, more and more scholars begin to pay attention to the influence of non-intelligence factors on individual job performance. And because of the advantage of non-intelligence factor in operation level, it has higher research value and practical significance. Achievement motivation is a non-intellectual factor that has a significant impact on individual work performance, and it has gradually become a hot spot of attention of domestic and foreign scholars in recent years because of its unique perspective and good empirical performance. Achievement goal-oriented research is the focus of scholars. This paper takes the teachers of three private primary and middle schools belonging to an education group as the research object, through literature investigation, theoretical analysis and qualitative interviews, discusses the definition and dimensions of the achievement goal orientation and job performance of the private primary and secondary school teachers. The interaction effect of achievement goal orientation is analyzed, and the relationship between achievement goal orientation, interaction items and job performance is discussed, and the research hypotheses of this paper are put forward. Then the relevant data are obtained by questionnaire, and the data are statistically analyzed to verify the hypotheses put forward. Finally, the conclusion of the study is further discussed, which reveals the internal psychological mechanism that affects the performance of teachers in private primary and secondary schools, and then provides guidance for the training and management of teachers in schools. Through empirical research and in-depth analysis, the main conclusions of this paper are as follows: private primary and secondary school teachers' achievement goal orientation has three dimensions: learning goal orientation, proving goal orientation and evading goal orientation; The job performance of private primary and secondary school teachers is mainly task performance. Learning goal orientation has positive influence on job performance; it proves that goal orientation has positive effect on job performance; evading goal orientation has negative effect on job performance. There is interaction effect between learning goal orientation and proof goal orientation, and there is a significant negative correlation between learning proof interaction item and job performance. There is interaction effect between learning goal orientation and evading goal orientation, and there is significant negative correlation between learning evasion interaction item and job performance, which proves that there is no interaction effect between goal orientation and evading goal orientation.
【學(xué)位授予單位】：電子科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G635.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王麗平;于志川;王淑華;;心理距離對(duì)知識(shí)共享行為的影響研究——基于組織支持感的中介作用[J];科學(xué)學(xué)與科學(xué)技術(shù)管理;2013年09期

2 王雁飛;楊怡;;團(tuán)隊(duì)學(xué)習(xí)的理論與相關(guān)研究進(jìn)展述評(píng)[J];心理科學(xué)進(jìn)展;2012年07期

3 朱曉斌;張莉渺;吳亮亮;;初中生成就目標(biāo)定向、學(xué)業(yè)社會(huì)比較和學(xué)業(yè)自我效能的關(guān)系[J];中國(guó)臨床心理學(xué)雜志;2011年02期

4 高欽;劉儒德;賈玲;袁稹;;特質(zhì)性與情境性成就目標(biāo)定向?qū)δ繕?biāo)調(diào)節(jié)的影響[J];應(yīng)用心理學(xué);2010年03期

5 李曉玉;;領(lǐng)導(dǎo)品德、組織公民行為、工作倦怠、自我效能感和工作績(jī)效的關(guān)系[J];心理研究;2010年04期

6 劉璐;張林;;學(xué)校課堂情境中成就目標(biāo)定向形成的影響因素[J];心理研究;2009年05期

7 韓翼;;工作績(jī)效與工作滿意度、組織承諾和目標(biāo)定向的關(guān)系[J];心理學(xué)報(bào);2008年01期

8 陳國(guó)權(quán);;團(tuán)隊(duì)學(xué)習(xí)和學(xué)習(xí)型團(tuán)隊(duì):概念、能力模型、測(cè)量及對(duì)團(tuán)隊(duì)績(jī)效的影響[J];管理學(xué)報(bào);2007年05期

9 劉海燕;鄧淑紅;;課堂成就目標(biāo)定向、任務(wù)難度、學(xué)業(yè)水平與元認(rèn)知監(jiān)控策略運(yùn)用[J];心理科學(xué);2007年02期

10 孟慧;范津硯;柳菁;;目標(biāo)定向與適應(yīng):社會(huì)自我效能感的中介作用[J];心理發(fā)展與教育;2007年01期

相關(guān)博士學(xué)位論文 前4條

1 周小蘭;員工成就目標(biāo)導(dǎo)向?qū)F(tuán)隊(duì)學(xué)習(xí)績(jī)效的影響研究[D];山東大學(xué);2016年

2 朱麗雅;大學(xué)生成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能對(duì)成績(jī)的影響模式探析[D];吉林大學(xué);2012年

3 陳松;自我調(diào)節(jié)學(xué)習(xí)中成就目標(biāo)的動(dòng)機(jī)效應(yīng)研究[D];華東師范大學(xué);2011年

4 朱曉娜;成就目標(biāo)定向、自主性支持對(duì)運(yùn)動(dòng)員動(dòng)機(jī)的影響機(jī)制研究[D];北京體育大學(xué);2010年

相關(guān)碩士學(xué)位論文 前10條

1 王小凡;學(xué)習(xí)風(fēng)格、成就目標(biāo)定向?qū)-learning培訓(xùn)中交互行為及學(xué)習(xí)成績(jī)的影響[D];天津師范大學(xué);2013年

2 何海波;工作動(dòng)機(jī)與主管支持對(duì)員工創(chuàng)新行為的交互效應(yīng)研究[D];南京師范大學(xué);2013年

3 梁圓圓;中學(xué)教師成就目標(biāo)定向、教師效能感和教師狀態(tài)焦慮的關(guān)系研究[D];哈爾濱師范大學(xué);2012年

4 周芳;成人學(xué)習(xí)者目標(biāo)定向、自我效能感與學(xué)業(yè)成績(jī)的關(guān)系[D];華東師范大學(xué);2009年

5 張婷婷;動(dòng)機(jī)取向與創(chuàng)新氣氛對(duì)員工創(chuàng)新行為的交互效應(yīng)研究[D];上海交通大學(xué);2009年

6 初玉霞;小學(xué)教師成就目標(biāo)定向、創(chuàng)意教學(xué)效能感與創(chuàng)造力的關(guān)系[D];山東師范大學(xué);2008年

7 馬世坤;壓力源、自我調(diào)控及其交互效應(yīng)對(duì)工作倦怠的影響研究[D];浙江大學(xué);2007年

8 周炎根;大學(xué)生自主學(xué)習(xí)、成就目標(biāo)定向與學(xué)業(yè)成就關(guān)系的研究[D];安徽師范大學(xué);2007年

9 趙蘭蘭;成就目標(biāo)、環(huán)境目標(biāo)引導(dǎo)、成就動(dòng)機(jī)與學(xué)習(xí)的關(guān)系[D];首都師范大學(xué);2006年

10 劉霞;成就目標(biāo)定向、成就動(dòng)機(jī)、自我監(jiān)控策略與績(jī)效的關(guān)系研究[D];陜西師范大學(xué);2003年

，

本文編號(hào)：2366815