ویژگی‌های روان‌سنجی پرسشنامة هدف‌های پیشرفت معلمان در کار: ساختار عاملی، روایی و پایایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیات علمی دانشگاه خوارزمی

2 دانشجوی دکتری دانشگاه آزاد اسلامی، واحد تهران مرکز

3 دانشگاه آزاد اسلامی واحد تهران مرکز

چکیده

هدف: پژوهش حاضر با هدف آزمون روان­‌سنجی نسخة کوتاه پرسشنامة اهداف‌ پیشرفت معلمان در کار (TAGWQ، پاپایانو و چریستودولیس، 2007) در گروهی از معلمان ایرانی انجام شد. روش: در مطالعه همبستگی حاضر، 360 معلم (200 زن و 160 مرد) به نسخة کوتاه پرسشنامة هدف‌های پیشرفت معلمان در کار، سیاهه هیجان معلم (TEI، چن، 2016) و مقیاس بهزیستی عاطفی وابسته به شغل (JAWS، وتکاتویک، فاکس، اسچکتر و کیلووی، 2000) پاسخ دادند. به منظور تعیین روایی عاملی نسخة کوتاه پرسشنامة هدف‌های پیشرفت معلمان در کار از روش­ آماری تحلیل عاملی تأییدی و به منظور بررسی همسانی درونی پرسشنامه از ضرایب آلفای کرونباخ استفاده شد. همچنین، به منظور مطالعه روایی سازة نسخة کوتاه پرسشنامة هدف‌های پیشرفت معلمان در کار، ضرایب همبستگی بین وجوه این پرسشنامه با ابعاد مختلف هیجانات معلم و بهزیستی عاطفی وابسته به شغل، گزارش شد. یافته­‌ها: نتایج تحلیل تاییدی نشان داد که نسخة سه عاملی پرسشنامة هدف‌های پیشرفت معلمان شامل جهت‌گیری‌های هدفی تسلطی، عملکردی و اجتنابی با داده‌­ها برازش مطلوبی داشت. نتایج مربوط به همبستگی بین جهت‌گیری‌های هدفی با هیجانات معلم و بهزیستی عاطفی، از روایی همزمان نسخة کوتاه پرسشنامة هدف‌های پیشرفت معلمان در کار، به طور تجربی حمایت کرد. مقادیر ضرایب همسانی درونی هدف‌های پیشرفت تسلطی، عملکردی و اجتنابی به ترتیب برابر با 80/0، 79/0 و 78/0 به دست آمد. نتیجه‌­گیری: در مجموع، نتایج مطالعة حاضر نشان داد که نسخة کوتاه پرسشنامة هدف‌های پیشرفت معلمان برای سنجش سازة انگیزشی جهت‌گیری‌های هدفی در معلمان ایرانی، ابزاری روا و پایا بود.

کلیدواژه‌ها

عنوان مقاله [English]

Psychometric Properties of the Teachers’ Achievement Goals in Work Questionnaire (TAGWQ): Factor Structure, Validity and Reliability

نویسندگان [English]

  • Valiolah Farzad 1
  • Saeideh Pirhosinloo 2
  • Mansureh Shahriari Ahmadi 3
1 Kharazmi University
2 Islamic Azad University of Centeral Tehran Branch
3 Islamic Azad University of Centeral Tehran Branch
چکیده [English]

Aim: The main purpose of the present study was to investigate psychometric properties of the Teachers’ Achievement Goals in Work Questionnaire (TAGWQ, Papaioannou & Christodoulidis, 2007) among Iranian male and female teachers. Method: In this correlational study, 360 teachers (200 female and 160 male) completed the Teachers’ Achievement Goals in Work Questionnaire,  and the Teacher Emotion Inventory (TEM, Chen, 2016) and the Job-Related Affective Well-Being Scale (JAWS, Van Katwyk, P. T., Fox, S., Specter, P. E., & Kelloway, 2000). The confirmatory factor analysis method and internal consistency were used to determine the TAGWQ's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the TAGWQ, correlations between different dimensions of TAGWQ with scales of teacher emotions and career well-being was calculated. Results: The results of confirmatory factor analysis based on AMOS software showed that 3-factor structure of the mastery goal orientation, performance goal orientation and avoidance goal orientation in the Iranian sample had good fit with the data. Correlational analyses between different dimensions of TAGWQ with scales of teacher emotions and career well-being provided initial evidence for the TAGWQ construct validity. Internal consistency for the mastery goal orientation, performance goal orientation and avoidance goal orientation subscales was 0/80, 0/79 & 0/78 respectively. Conclusion: In sum, these findings provide evidence for the validity and reliability of the TAGWQ as an instrument for measuring motivational construct of goal orientations among Iranian male and female teachers.

کلیدواژه‌ها [English]

  • Achievement Goal Orientation
  • Teachers’ Professional Development
  • Confirmatory Factor Analysis

مراجع

Anderman, E.  (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology. 61, 101864. https://doi.org/10.1016/j.cedpsych.2020.101864
Bergey, B. W., & Ranellucci, J. (2021). Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics. Contemporary Educational Psychology, 64, 101936. https://doi.org/10.1016/j.cedpsych.2020.101936
Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252. https://psycnet.apa.org/doi/10.1037/0022-0663.99.2.241
Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726–742. https://psycnet.apa.org/doi/10.1037/a0028613
Cetin, G., & Eren, A. (2021). Pre‑service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching. Educational Research for Policy and Practice, 12, 1-39. https://doi.org/10.1007/s10671-021-09303-y
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. https://doi.org/10.1016/j.tate.2016.01.001
Dickhauser, O., Janke, S., Daumiller, M., & Dresel, M. (2021). Motivational school climate and teachers’ achievement goal orientations: A hierarchical approach. British Journal of Educational Psychology, 91, 391–408. https://doi.org/10.1111/bjep.12370
Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75. https://doi.org/10.1016/j.learninstruc.2021.101494
Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61,101861. https://doi.org/10.1016/j.cedpsych.2020.101861
Gorozidis, G.S, & Papaioannou, A.G. (2016). Teachers’ achievement goals and self-determination to engage in work tasks promoting educational innovations. Learning and Individual Differences, 49, 46-58. https://doi.org/10.1016/j.lindif.2016.05.014
Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1-11. https://doi.org/10.1016/j.tate.2019.04.003
Kline, R. B. (2005). Principles and practices of structural equation modeling (2nd edition). New York: Guilford. https://doi.org/10.1177%2F1049731509336986
Knudsen, L. S., Skovgaard, T., & Bredahl, T. V. D. (2021). ‘I like it’: Exploring teachers' motivation for using classroom-based physical activity in Danish public schools from a self-determination perspective. Results from a mixed methods study. Teaching and Teacher Education, 106, 103439. https://doi.org/10.1016/j.tate.2021.103439
Kucsera, J. V., Roberts, R., Walls, S., Walker, J., & Svinicki, M. (2011). Goal orientation towards teaching (GOTT) scale. Teachers and Teaching, 17, 597–610. https://doi.org/10.1080/13540602.2011.602212
Lazarides, R., & Schiefele, U. (2021). The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics: A multilevel analysis. Learning and Instruction, 5, 101489. https://doi.org/10.1016/j.learninstruc.2021.101489
Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46. https://doi.org/10.1007/s10833-010-9149-3
Marsella, A. J., & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3, 202–218. https://doi.org/10.1177%2F106907279500300207
Mascret, N., Elliot, A. J., & Cury, F. (2015). The 3 × 2 Achievement Goal Questionnaire for Teachers. Educational Psychology, 21, 1-16. https://doi.org/10.1080/01443410.2015.1096324
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. Sage publication. Thousand Oaks. London. New Dehi.
Nitsche, S., Dickh€auser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers' goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21, 574-586. https://doi.org/10.1016/j.learninstruc.2010.12.001
Nitsche, S., Dickhauser, O., Fasching, M. S., & Dresel, M. (2013). Teachers' professional goal orientations: Importance for further training and sick leave. Learning and Individual Differences, 23, 272-278. https://doi.org/10.1016/j.lindif.2012.07.017
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064
Pap, Z., Virg, D., Lupșa, D., & Crașovan, M. (2021). Building more than knowledge: Teacher's support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis. Learning and Individual Differences, 88, 102010. https://doi.org/10.1016/j.lindif.2021.102010
Papaioannou, A., & Christodoulidis, T. (2007). A measure of teachers' achievement goals. Educational Psychology, 27, 349-361. https://doi.org/10.1080/01443410601104148
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28, 503–513. https://doi.org/10.1016/j.tate.2012.01.001
Retelsdorf, J., & Günther, C. (2011). Achievement goals for teaching and teachers' reference norms: Relations with instructional practices. Teaching and Teacher Education, 27, 1111-1119. https://doi.org/10.1016/j.tate.2011.05.007
Richter, D., Kleinknecht, M., & Groschner, A. (2019). What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. Teaching and Teacher Education, 86, 102929. https://doi.org/10.1016/j.tate.2019.102929
Schutz, P. A., & Zembylas, M. (2009). Advances in teacher emotion research: The impact on teachers' lives. Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-1-4419-0564-2_1
Slemp, G. R., Field, J. G., & Cho, A. S. H. (2020). A meta-analysis of autonomous and controlled forms of teacher Motivation. Journal of Vocational Behavior, 121, 103459. https://doi.org/10.1016/j.jvb.2020.103459
Thommen, D., Sieber, V., Grob, U., & Praetorius, A. K. (2021). Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction, 4, 101514. https://doi.org/10.1016/j.learninstruc.2021.101514
Trigweel, K. (2012). Relations between teachers' emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607-621. https://doi.org/10.1007/s11251-011-9192-3
Urdan, T., & Bruchmann, K. (2020). Examining the academic motivation of a diverse student population: A consideration of methodology. Educational Psychologist, 53(2), 114-130. https://doi.org/10.1080/00461520.2018.1440234
Van Katwyk, P. T., Fox, S., Specter, P. E., & Kelloway, E. K. (2000). Using the job-related affective well-being scale (JAWS) to investigate affective responses to work stressors. Journal of Occupational Health Psychology, 5 (2), 219-230. https://psycnet.apa.org/record/2000-03046-001
Vedder-Weiss, D., & Fortus, D. (2018). Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning. Research in Science Education, 48, 181–206. https://doi.org/10.1007/s11165-016-9565-3
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070. https://psycnet.apa.org/doi/10.1037/0022-3514.54.6.1063
Wolf, N. G., Auerswald, S., Seinsche, A., Saul, I., & Klocke, H. (2021). German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience. Teaching and Teacher Education, 105, 103350. https://doi.org/10.1016/j.tate.2021.103350

فایل ها

هم رسانی

ارجاع به این مقاله

آمار