University of Augsburg, Augsburg, Germany.
University of Mannheim, Mannheim, Germany.
PLoS One. 2023 Apr 20;18(4):e0284608. doi: 10.1371/journal.pone.0284608. eCollection 2023.
Research on teacher goals has primarily followed a variable-centered approach, although person-centered approaches have inspired achievement goal research in other domains. The multiple goal perspective posits that individuals pursue different combinations of goals-goal profiles-that might be differentially adaptive or maladaptive. We investigate how beneficial goal profiles may be for research on teacher motivation, using data from three study sets (total N = 3,681) from different countries (Israel, Germany) and institution types (schools, universities). We analyzed whether psychologically meaningful, coherent, and generalizable goal profiles could be identified and compared the explanatory power of profiles and individual goals as predictors of teachers' self-efficacy and work-related distress. Results showed six psychologically meaningful and largely generalizable goal profiles. Compared to individual goals, profiles only explained little differences in self-efficacy and work-related distress. Given these findings, we critically evaluate achievement goal profiles as a means to study effects of teacher goals.
教师目标的研究主要采用变量为中心的方法，尽管以个人为中心的方法启发了其他领域的成就目标研究。多目标视角认为，个体追求不同的目标组合（目标概况），这些组合可能具有不同的适应性或不适应性。我们使用来自不同国家（以色列、德国）和机构类型（学校、大学）的三个研究数据集（总 N=3681）的数据，研究有益的目标概况对于教师动机研究的意义，分析是否可以确定有意义、连贯且可推广的心理目标概况，并将概况和个体目标作为教师自我效能感和与工作相关的困扰的预测因子的解释力进行比较。结果显示了六个具有心理意义且在很大程度上可推广的目标概况。与个体目标相比，概况仅能解释自我效能感和与工作相关的困扰方面的差异很小。鉴于这些发现，我们批判性地评估成就目标概况作为研究教师目标影响的一种手段。
