Abstract: The authors discuss the relationship between hoped for possible selves and teaching behavior (including job engagement and teacher burnout) of secondary school teachers. Basing on the expectancy-value models of motivation, perceived instrumentality and teaching efficacy are chosen as the two variables’ mediators. The questionnaire survey is used to 252 teachers in seven secondary schools and the data is collected by adapted scales for teachers of Hoped for Possible Selves Scale, Perceived Instrumentality Scale, Teaching Efficacy Scale, Job-Burnout Inventory for Middle School Teachers and UWES. The result indicates that perceived instrumentality is a fully mediator between hoped for possible selves and job burnout, but not one between hoped for possible selves and job engagement. Teaching efficacy fully mediates the relationship between hoped for possible selves and job engagement and teaching burnout.

Key words: hoped for possible selves, job engagement, teacher burnout, teaching efficacy, perceived instrumentality

摘要： 结合成就动机的期望价值模型, 以感知效用和教师教学效能感为中介变量, 探索中学教师希望自我与其工作投入和工作倦怠的关系, 验证希望自我动机作用的中介模型。对7所中学的252位教师进行问卷调查, 采用的量表是改编的适用于教师群体的希望自我量表、感知效用量表、教师教学效能感量表、教师工作倦怠量表和Utrecht工作投入量表。结果显示: 中学教师希望自我通过教学效能感对工作投入和工作倦怠作用, 即教学效能感是希望自我和工作投入、工作倦怠之间的完全中介变量; 希望自我通过感知效用对工作倦怠作用, 感知效用完全中介希望自我和工作倦怠之间的关系, 但它不是希望自我和工作投入的中介。由研究结果得到如下结论: 中学教师希望自我通过教学效能感提高工作投入, 通过教学效能感和感知效用减少工作倦怠。

关键词: 希望自我, 工作投入, 教师工作倦怠, 教学效能感, 感知效用