教育管理中的目标设定机制:对学生和教师行为的心理学视角
Yizhuo Wang1, Shuzhu Tang1, Yang Meng1
1Changchun Humanities and Sciences College, School of Social Welfare, Changchun, China.
Frontiers in psychology
|February 16, 2026
概括
在教育管理中有效的目标设定增强了学生的学习和教师的行为. 诸如动机和效率之类的心理因素调解了这些积极影响,为学校提供了有价值的见解.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 管理科学 管理科学
背景情况:
- 目标设定在教育管理中至关重要.
- 了解设定目标的心理机制和行为影响对于改善教育成果至关重要.
- 以前的研究还没有完全阐明心理因素在目标设定和教学/学习行为之间的关系中扮演的调解角色.
研究的目的:
- 探索目标设定机制在教育管理中的心理机制和行为影响.
- 研究学生学习动机,自我效能,教师专业身份和教学效率的调解作用.
- 检查组织支持对这些关系的温和效应.
主要方法:
- 对15所学校的1,247名学生和358名教师进行了横截面调查.
- 数据分析涉及结构方程建模 (SEM),多层回归和调解效应测试.
- 心理机制和行为影响被定量评估.
主要成果:
- 目标设定机制对学生的学习行为 (β=0.42,p<0.001) 和教师的教学行为 (β=0.38,p<0.001) 有积极的影响.
- 对于学生来说,学习动机和自我效能表现出链中介作用 (间接效应=0.21,95% CI[0.15,0.28]).
- 对于教师来说,职业认同和教学效率调解了这些影响 (间接影响=0.19,95% CI[0.12,0.26]),组织支持显著缓解了这些途径.
结论:
- 科学目标设定策略积极影响教育环境中的教学和学习行为.
- 心理路径,包括动机和有效性,是目标设定有效性的关键调解者.
- 调查结果为通过基于证据的目标设定实践增强教育管理提供了实际见解.
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