泰国HSK类课程教师专业能力对自我效能感的影响模型建构与验证

XIAOMIN JIANG; CHUNLAI TIAN

Authors

XIAOMIN JIANG College of Chinese Studies, Huachiew Chalermprakiet University
CHUNLAI TIAN College of Chinese Literature, Guangxi University, P. R. China

Keywords:

HSK courses, teacher professional competence, achievement goal orientation, teacher self-efficacy

Abstract

This study conducted an analytical survey of 168 in-service HSK course teachers in Thailand using the Teacher Professional Competence Assessment Scale, the Achievement Goal Orientation Scale, and the short version of the Teacher Self-Efficacy Scale (TSE). Based on Achievement Goal Orientation Theory and Self-Efficacy Theory, this study constructed and validated a model linking HSK course teachers' professional competence, achievement goal orientation, and teacher self-efficacy. The results indicate that teachers' professional competence significantly predicts achievement goal orientation, which in turn significantly impacts teacher self-efficacy, demonstrating that achievement goal orientation serves as a mediating factor between the two. Based on these findings, this study recommends regularly conducting professional competence training to enhance the self-efficacy of HSK course teachers in Thailand. Additionally, attention should be given to teachers' professional growth by formulating achievement goal orientations that align with their career development needs.

References

丁安琪. 《国际中文教师专业能力标准》促进教师专业发展：价值、路径与策略 [J]. 贵州师范大学学报(社会科学版), 2024, (03): 63-73.

韩佶颖, 高超. 教师的成就目标取向：15年已发表实证研究的系统综述 [J]. 教学与教师教育, 2023, 128: 104146.

胡卫平, 张睆. 教师专业能力发展的理论与实践 [J]. 教育文化论坛, 2018, 10(04): 138.

李斑斑, 徐锦芬. 成就目标定向对英语自主学习能力的影响及自我效能感的中介作用 [J]. 中国外语, 2014, 11(03): 59-68.

刘宁, 马腾飞, 刘畅. 英国教师专业发展能力与路径审思：解读英国《高等教育教师专业标准框架2023》 [J]. 黑龙江高教研究, 2023, 41(10): 69-75.

苏贝贝. 泰国艺术大学中文专业汉语教学模式研究 [D]. 华中师范大学, 2016.

王嘉莹, 姚梅林, 刘红瑞. 成就目标与教师效能感、焦虑、工作投入的关系：基于变量中心和个体中心的视角 [J]. 心理与行为研究, 2022, 20(01): 122-129.

王玮, 何芳. 浅析高校英语教师自我效能感的影响因素 [J]. 山西师大学报(社会科学版), 2014, 41(S1): 143-145.

吴佳桧, 傅海伦. 成就目标定向与学业成绩关系的元分析：自我效能感、学习投入的中介作用 [J]. 心理科学进展, 2024, 32(07): 1104-1131.

吴量, 詹浩洋. 中文版教师自我效能感量表(TSE)(简版)的信度和效度研究 [J]. 心理技术与应用, 2017, 5(11): 672-679.

徐彩华, 程伟民. 对外汉语教师自我教学效能感研究初探 [J]. 汉语学习, 2007, (02): 77-82.

张婧, 吴应辉. 21世纪泰国中文教育现状及其“三元”驱动机制 [J]. 民族教育研究, 2024, 35(04): 168-176.

赵传兵, 李仲冬. 自我效能感与教师专业发展 [J]. 教育探索, 2006, (02): 121-122.

赵淑媛, 陈志坚. 大学生自我效能感对积极学业情绪和成就目标定向的中介作用 [J]. 中国健康心理学杂志, 2022, 30(01): 156-160.

周小兰, 赵鹏, 马文. 成就目标导向: 三维结构的理论采纳与实证检验 [J]. 科技进步与对策, 2017, 34(12): 134-139.

朱建柳. 高职院校专业教师职业能力模型建构及其应用 [D]. 华东师范大学, 2016.

Bandura, A. Perceived Self-Efficacy in Cognitive Development and Functioning [J]. Educational Psychologist, 1993, 28(2): 117-148.

Ilanlou, M., & Zand, M. Professional competencies of teachers and the qualitative evaluation [J]. Procedia-Social and Behavioral Sciences, 2011, 29: 1143-1150.

Kuha, A., Keawkubthong, H., & Relojo, D. The development of professional competency of teachers in Thailand: Meanings and implications [J]. Psychreg Journal of Psychology, 2018, 2(2): 96-104.

Pan, Arnab. A study on professional competency in relation to self-efficacy of Madrasa teachers in West Bengal [J]. Education, 2014, 3(4): 26-31.

Zimu, Y. Examining the Relationship between Teacher Self-Efficacy and Student Engagement in Technology-enhanced Learning Environments [J]. Development, 2024, 6(2): 115-119.