认知与发展心理学研究室知识库

目的探查教师继续教育培训认同、主动行为、任务驱动对工作绩效的影响。方法采用整群抽样对246名中学教师进行问卷调查。结果（1）教师继续教育培训认同、主动行为、任务驱动和工作绩效呈显著正相关；（2）教师继续教育培训认同直接正向预测工作绩效，同时还通过主动行为和任务驱动的多重中介作用对工作绩效产生间接的预测作用；（3）教师继续培训认同度的高低对工作绩效的影响机制不同，培训认同度低的教师通过任务驱动的部分中介作用影响工作绩效，培训认同度高的教师通过主动行为的部分中介作用影响工作绩效。结论教师继续教育培训认同影响教师的工作绩效，主动行为和任务驱动产生中介调节作用。

Objective In order to explore the effect of teachers＂ further educational training identity, active behaviors and task driven on job performance. Methods Using the questionnaire to collect data with several scales from 246 secondary school teachers. Results （ 1 ） there were significant positive correlations among teachers＇further educational training identity, active behaviors, task driven, and job performance ; （ 2 ） teachers＂ further educational training identity could directly predict job performance, meanwhile, active behaviors and task driven mediated the asso- ciations between teachers＇further educational training identity and job performance; （3） specific models found some teachers＇further educational training identity differences among teachers. Task driven played a partly intermediary role in low training identity and job performance, while active behaviors played a partly intermediary role in high training identity and job performance. Conclusion Teachers＇further educational training identity not only has a direct effect on job performance, but also has an indirect effect on job performance through active behaviors and task driven.