The Structure Of Achievement Goal And Paths Between Teachers' Achievement Goal, Job Satisfaction And Cognition Of Teaching Effects In Senior Middle School

Achievement goal, which means the purpose of behavior directed to achievement, is a major content of achievement motivation research. It studies achievement motivation in the perspective of social cognition, and emphasizes that individual's recognition of objective will influence his/her behavior in future. As the research goes on, researchers have developed their recognition on the structure of achievement goals from the two-division-method to the four-division-method, and have made a lot of exemplified researches on the factors related to achievement goals. Their researches have indicated that the four-division-structure would be of greater stability. As for influencing factors, achievement goals are not only related to other cognitions such as attribution and expectation of ability as well as the perception of objective situation, but also influence individual's probable behavior, such as the choice of process strategies. In addition, they also influence individual's feelings such as the anxiety about achieving the objectives, the feeling of happiness in life, and so on. However, these researches mainly focus on students' study and motion, which badly decreases the generalizability of their results.In current research we focus on the structure of achievement goals and related factors of professional teachers by employing questionnaires. The aim of the research is to test the extent to which the four-division-structure of achievement goals will be suitable within teachers. Further more the research is made to primarily study the related factors that influence teachers' achievement goals. By means of questionnaire the research measured teachers' perception of mastering situations and satisfaction in their jobs, and use them respectively to test the relationship between achievement goals and anticipatory variables as well as the relationship between the goals and results. Basing on the literature research, the following hypotheses are put forward: 1. the cognition of teaching effects is strongly and positively related to mastery achievement goals; 2. mastery-approach goals are positively related to the satisfaction of one's own self-value in work, but performance-avoidance goals are negatively related to the satisfaction in terms of communication and social comparison; 3. achievement goals play moderating function to...