Research On The Mechanism Of Social Goals Affecting Teachers' Emotions: The Parallel Mediating Role Of Classroom Goal Structur

In the new era,the research on teacher development has shifted from the cognitive dimension to the attention of teachers’ emotions.Teachers’ emotions are not only related to their physical and mental health and professional development,but also affect their teaching behavior and classroom teaching effect.Previous studies have shown that different achievement goals of teachers can affect their career satisfaction,teaching happiness,and other emotional health.However,few studies have explored how teachers’ achievement goals affect their specific emotional states in the classroom,especially the research on the social goals to explore the close and friendly relationship between teachers and students is very limited.Therefore,this study will explore the influence of teachers’ social goals on teachers’ discrete emotions.In addition,teachers’ achievement goals can be expressed through the classroom goal structures,which is closely related to teaching practice and teachers’ teaching emotions in the classroom.Therefore,this paper includes the mastery classroom goal structure and performance classroom goal structure in the research to explore the possible influence mechanism of the two types of classroom goal structures.In study 1,teachers’ social goals Scale,classroom goal structures scale,and teachers’ emotion scale(TES)were used to investigate the influence of teachers’ social goals on three different discrete emotions in class,including enjoyment,anxiety and anger,with Chinese preschool and primary school teachers(N = 2180)as the research objects.And the study uses teachers’ classroom goal structures as the mediating variable to explore the internal mechanism between social goals and teachers’ emotions.The structural equation model shows that(1)Teachers’ social goals can significantly positively predict teacher enjoyment and negatively predict teacher anxiety and anger;(2)Both social goals positively predicted the use of mastery classroom goal structure and performance classroom goal structure;(3)Mastery classroom goal structure significantly positively predicted teacher enjoyment and negatively predicted teacher anxiety and anger,whereas performance classroom goal structure significantly positively predicted teacher anxiety and anger and negatively predicted teacher enjoyment;(4)The mediating effect of mastery classroom goal structure and performance classroom goal structure is significant,but the effect direction is opposite.Based on the teacher-student emotional transmission theory,Study 2 explores the cross-level influence of teachers’ social goals on studentperceived teacher emotions to supplement and verify the conclusion of Study 1.A total of89 classes and 4234 students from 4 schools in Qingdao,Weifang,Yantai and other cities were surveyed by using social goal scale,classroom goal structure scale,and studentperceived teacher emotions scale.Data were analyzed by using Hierarchical Linear Model(HLM).The results of study 2 show that(1)Teachers’ social goals have a significant cross-level positive impact on student-perceived teacher enjoyment and a significant cross-level negative impact on student-perceived teacher anger;(2)Mastery classroom goal structure plays a cross-level positive mediating role between social goals and student-perceived teacher enjoyment,and plays a cross-level negative mediating role between social goals and student-perceived teacher anger.Performance classroom goal structure plays a cross-level negative mediating role between social goals and studentperceived teacher enjoyment and a cross-level positive mediating role between social goals and student-perceived teacher anger.The findings provide a clearer perspective on how motivational variables of teacherstudent relationships affect teachers’ teaching and emotional well-being,provide a basis for the development of existing theories of teacher motivation,and provide interventions for teachers to encourage emotionally adaptive motivational orientation,and discuss the implications for future teacher training and professional development.