The 3 × 2 Achievement Goal Questionnaire for Teachers
The 3 × 2 Achievement Goal Questionnaire for Teachers
复制标题
教师 3 × 2 成就目标问卷
DOI：
10.1080/01443410.2015.1096324
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发表时间：
2017
影响因子：
3.2
通讯作者：
F. Cury
中科院分区：
文献类型：
--
作者：
Nicolas Mascret;A. Elliot;F. Cury
在过去的十年里，成就目标的方法开始被用于研究教师成就动机。在最近对学生的研究中，已经提出了一个3 × 2的成就目标模型，该模型根据任务/自我区分区分了基于掌握的目标。本研究的目的是将这个3 × 2模型扩展到教师，以便为教师的个体差异提供重要的见解。我们设计了问卷的项目，并表明用教师成就目标问卷获得的数据符合3 × 2模型（绝对数量和相对于10个备选模型），并且模型的每个目标都表现出良好的内部一致性。此外，我们将3x2目标与其他与成就目标相关的关键构念联系起来，即内隐能力理论、教学实践和内在兴趣。
Within the past decade, the achievement goal approach has begun to be used to study teacher achievement motivation. In recent research with students, a 3 × 2 model of achievement goals has been proffered that separates mastery-based goals in terms of a task/self distinction. The purpose of the present study was to extend this 3 × 2 model to teachers in order to provide important insights into teachers’ individual differences. We devised items for the questionnaire and showed that data obtained with the 3 × 2 Achievement Goal Questionnaire for Teachers fit the 3 × 2 model (in absolute terms and relative to 10 alternative models) and that each goal of the model exhibited good internal consistency. In addition, we linked the 3 × 2 goals to other key constructs relevant to achievement goals, namely, implicit theories of ability, instructional practices and intrinsic interest.
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor
影响因子：
16.4
作者：
Higgins, ET
通讯作者：
Higgins, ET