The Characteristics Of Achievement Goal, Occupation Efficacy And Occupation Anxiety Of College Teachers And Their Relationships

Previous researches on occupation hygiene were more focused on the influences of the physical factors such as mission and work environment. Along with the transition from biomedical mode to social-mental-biomedical mode , the workers ' social mental factors have been concerned more closely, the problem of occupation anxiety also draws researchers′attention increasingly. This research analyses the characteristics of achievement goal , occupation efficacy and occupation anxiety of college teachers and their relationships, hoping to attract more and more concerns over this group in the domain of occupation hygiene.occupation anxiety and self-efficacy (excluding explicit self-esteem), and there This research includes three parts. The first part is the theoretical basis. It reviews on researches upon achievement goal, self-efficacy and occupation anxiety. The second part is about the questionnaire. Using the method of half-structure interview, questionnaire inquiry and text analysis, we drew up "occupation efficacy questionnaire for college teachers" and " achievement goal questionnaire for college teachers". The two become formal questionnaires after item analysis and reliability,validity examination , deleting some items which is not effective. Occupation efficacy questionnaire for college teachers is composed of 21items, including five factors:teaching prestige, teaching ability, research quality, knowledge quality, unstable self-esteem ;Theαcoefficient of questionnaire is 0.889. Achievement goal questionnaire for college teachers is composed of 8items, including two factors:mastery goal and performance goal; Theαcoefficient of the questionnaire is 0.646. Examinations of content validity and structure validity show that the two questionnaires are all effective. The third part analyse the characteristics of the latent variable and their relationships. The results of a questionnaire inquiry in more than 10 colleges of Xinjiang are as followed: 1.College teacher's age, work time, education background and title are important variables for occupation self-efficacy and occupation anxiety. The higher the education background and title are, the higher the occupation efficacy is, and the lower the occupation anxiety is; For both teachers who are about 30-49-year-old and teachers whose work time is between 5 years and 20 years, their occupation efficacy and occupation anxiety is higher than others; 2. There is a significant negative correlation between is a significant positive correlation between occupation anxiety and mastery goal ,there is a significant negative correlation between occupation anxiety and performance goal; there is a significant negative correlation between explicit self-esteem and mastery goal, there is a significant positive correlation between explicit self-esteem and performance goal ,there is a significant positive correlation between explicit self-esteem and occupation anxiety 3.High mastery goal group has the same characteristics of occupation efficacy and occupation anxiety with low performance goal group, while low mastery goal group has the same characteristics of occupation efficacy and occupation anxiety with high performance goal group. 4. Occupation efficacy shows significant mediating effect between mastery goal and factors of occupation anxiety, but no mediating effect between performance goal and occupation anxiety.