关键词: 成就目标, 时间管理倾向, 学业自我效能感, 教学模式

Abstract:

In order to explore the influence of achievement goals on academic self–efficacy, as well as the mediating effect of time management disposition and the moderating effect of teaching model, 878 high school students were selected as subjects, of which 335 high school students received online teaching and 543 high school students received classroom teaching.The results showed: (1)Achievement goal and the other three dimensions (master approach, master avoidance and performance approach) are significantly positively correlated with academic self–efficacy, and performance avoidance is significantly negatively correlated with academic self–efficacy; (2)Time management disposition plays a partial mediating effect between achievement goal, master approach, performance approach and academic self–efficacy; and plays a suppression effect between master avoidance and academic self–efficacy; (3)The teaching model moderates the latter half of the mediating role between achievement goal and academic self–efficacy. Therefore, the impact of achievement goal on academic self–efficacy is a moderating mediating effect.

Key words: achievement goal, time management disposition, academic self–efficacy, teaching model