教师自主学习调节模式及其机制
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摘要
教师专业化运动推动下的教师发展研究,已从教师教育的定位走向对教师学习的关注。20世纪80年代以来的教师学习研究主要围绕教师学习的“产品”即教师知识和教学策略而展开,或者偏重描述教师学习的条件——教师教育或培训项目及其活动方式,而对教师学习的过程及其发生机制关注偏少,如对教师职业信念、动机取向、自主性、效能感、学习调节品质等内在心理结构与教师学习和发展的关系等,尚未形成大量研究。本研究尝试以学习化社会理论、自我导向学习理论和社会认知的自主学习理论为基础,在教师专业发展的背景下,讨论教师学习问题,探究教师在其专业发展过程中是如何学习的,围绕教师学习的影响因素,教师学习的调节模式,教师学习的自我调节特点,教师学习的有效策略等问题,展开一系列的相关研究。
研究一通过对44名中小学教师的访谈,对教师学习的内容、影响教师学习的因素、教师学习行为,教师学习过程中的控制调节特征等进行了探索。对访谈资料的内容分析结果表明,教师学习内容与其专业发展紧密相连,重点指向专业理念、专业知识和解决问题的策略;影响教师学习的因素可归纳为二大类:个人因素和情境因素,个人因素主要包括主动性人格、自我效能感和个人成就目标定向,情境因素主要涉及教师感受到的压力、社会期望、竞争,可用学校目标结构来表征;教师学习的调节状态可以分为三种:外部调节、任务—自我调节、自我调节;教师学习行为具体可以归纳为八种,这八个方面主要涉及三类学习,即教师间的交互学习、教师个人的实践探究学习和教师元认知的反省学习。
研究二根据访谈研究结果确定的主要影响因素,选择或编制相应的问卷,讨论影响因素的结构特点。首先,依据Elliot(2001)提出的成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。研究在省内外十多所中小学教师中进行了取样,并在回收523份有效数据的基础上进行了分析,探索性和验证性因素分析的结果表明,教师成就目标定向的结构主要由3×2个维度构成,即:绝对—回避、个人—回避、参照—回避、个人—接近、参照—接近、绝对—接近。其次,探讨了教师学习影响因素变量(主动性人格、自我效能感、成就目标定向和学校目标结构)之间的关系。研究另在省内外十多所中小学教师中进行了取样,并在回收625份有效数据的基础上进行了分析,研究结果表明,主动性人格对自我效能感具有显著正效应;主动性人格和自我效能感对绝对—接近目标、个人—接近目标、参照—接近目标和参照—回避目标具有显著正效应;掌握目标结构对绝对—接近目标、个人—接近目标具有显著正效应,对绝对—回避目标具有显著负效应;成绩目标结构对绝对—接近目标、参照—接近目标在0.05水平上具有显著正效应,对个人—回避目标、参照—回避目标在0.001水平上具有显著正效应。这些结果一方面证实了以往相关研究的结论,另一方面揭示了教师主动性人格与成就目标,自我效能感与成就目标,学校目标结构与成就目标之间关系的特点,为以后的相关内容研究提供了基础和观点。
研究三对教师学习调节模式和自主学习模式的结构进行研究。首先,根据访谈研究所获取的结果,在参照以往研究成果的基础上,编制了教师学习调节模式初测问卷。其次,研究在省内外十多所中小学教师中进行了取样,并在回收523份有效数据的基础上进行了分析。探索性和验证性因素分析的结果表明,教师学习调节模式是一个三因素的结构,它由教师在工作学习过程中所表现出来的三类不同的学习意识和调节状态所构成,即自我调节、任务—自我调节和外部调节。研究还检验了教师自主学习的双重调节模型的有效性,结果说明,自我调节和任务—自我调节是教师自主学习的双重调节机制。
研究四在访谈研究的基础上,提出教师学习策略的理论构想,并对该构想进行了研究。首先,在访谈结果的基础上,并在参照以往研究成果的基础上,编制了教师学习策略的初测问卷。其次,研究在省内外十多所中小学教师中进行了取样,并在回收523份有效数据的基础上进行了分析,探索性和验证性因素分析的结果都表明,教师学习策略包括七个因素,即反思实践、专业对话、阅读规划、观摩学习、拜师学艺、记录研思、批判性思维。原访谈结果中的情感支持策略没有成为公共因子。研究还根据验证性因素分析结果显示的七因素之间的相关关系,尝试构建了教师学习策略的二阶三因素模型,即交互学习、探究学习和批判性思维。验证性因素分析的结果表明,教师学习策略的二阶三维模型是一阶七因素模型的简化模型。
研究五使用结构方程模型的方法探讨了教师学习影响因素各个变量与不同的教师学习调节模式之间的关系。结果表明,主动性人格和自我效能感作为个体稳定的人格和认知变量对教师学习调节模式具有预测作用,主动性人格与自我效能感都与学习的自我调节和任务—自我调节具有显著正效应,与外部调节具有显著负效应;不同的教师成就目标定向对教师学习调节模式有不同的影响,以任务为参照的绝对—接近目标有与任务—自我调节相联系的倾向;以自我为参照的个人—接近目标有与多种调节方式相联系的倾向,显示出以自我能力提高为定向的个人—接近目标在影响教师学习调节过程中的重要作用;以社会比较为参照的参照—接近目标有与外部调节相联系的倾向;环境目标,即教师感知到的学校目标对他们的学习调节具有影响,掌握目标结构与适应性的学习调节模式相联系,成绩目标结构与不适应的学习调节模式相联系。
研究六考察教师学习调节对教师学习策略的影响。研究采用结构方程模型的方法,对来自于省内外十多所中小学的625份教师有效样本数据进行了分析。结果表明,自我调节和任务—自我调节对交互学习、探究学习和批判性思维都具有显著的积极影响。自我调节对探究学习的影响最大,任务—自我调节对交互学习和探究学习的影响相当,自我调节和任务—自我调节对批判性思维有显著正效应,但效应值小于对交互学习和探究学习的效应值。外部调节对各类学习策略都没有积极影响,对探究学习具有显著消极影响。研究提示,本研究提出的教师学习策略属于教师自主学习策略的范畴,它们受教师自我调节和任务—自我调节的积极影响。
研究七考察了不同教师学习调节下的教师学习策略对教师工作成就的影响。研究结果表明,不同的教师学习调节模式对教师工作成就的影响是不同的。自我调节、任务—自我调节是教师学习有效的、适应性的调节模式,它们不但对于教师学习策略、教师适应性绩效和工作满意感具有直接的显著正效应,而且它们还以交互学习和探究学习为中介影响教师适应性绩效和工作满意感。此外,研究结果还表明,教师学习调节还是主动性人格、自我效能、成就目标定向、学校目标结构等动机、认知、情境变量影响教师学习策略、适应性绩效和工作满意感的一个重要中介变量。这一研究结果是对教师学习过程机制研究的一个贡献。
最后,我们总结了研究的主要结论,探讨了研究的主要理论创新和现实意义,同时指出本研究在内容和方法上存在的局限性以及未来研究的方向。
The study on the teacher development following the movement of specialization has shifted the focus from the positioning of the teacher in education to the concern of teacher learning. Since 1980s the research on the teacher learning mainly has centred on its products—teachers' knowledge and teaching strategise—and the conditions of the teacher learning, which included the education and training program for teachers as well as the form of activities. However, the process of teacher learning and its effects, which covered the teacher's psychological structure and its relation to their study and development were barely discussed. The psychological structure mentioned here refered to the belief in the profession, motives, initiatives, self-efficacy, capability of learning regulation and the like. Based on the Learning Society Theory, Self-directed Learning Theory and Self-regulated Social-cognitive Theory, we discussed the teacher learning against the background of development in their fields. A series of related sub-studies were conducted on the influential factors, regulation patterns, features of self-regulation and the effective strategies of the teacher learning.
In the first study, we interviewed 44 primary school and middle school teachers, through which, we made an exploratory work on the content of the teacher learning, the influential factors on their learning both individually and situationally, the traits of teacher learning behaviors and features of their control and regulation. The results of content analysis showed that the close connection between the content of teacher learning and their development. The content of teacher learning focused on the belief of their speciality, possession of the knowledge in their fields and their strategies in solving problems. The factors that influenced teachers learning could be categorized into individual factors and situation factors. Individual factors included proactive personality, self-efficacy and the personal goals of achievement; situation factors involved the pressure, expectations from the society and competition. It was featured by the schools' goal structures. The types of teacher regulation were composed of three parts: external regulation, task-based self-regulation, and self-regulation. Learning behaviors were put into eight categories, which mainly involved cooperative learning among teachers, individual study based on practice and reflection on meta-cognition.
In the second study, we explored the structural features of the factors determined by the interview. The first step was to put forward the theoretical structure of the teacher achievement goal which was formed on the basis of Elliot's evaluation standard of goal achievement and his framework about ability efficiency. The research collected samples from over a dozen of primary school and middle school teachers in and out of Zhejiang Province. The analysis was carried out on 523 valid questionnaires. The results of exploratory factor analysis and confirmatory analysis indicated that the structure of the teachers' achievement goal orientation was constructed 2*3 dimensions, which were respectively absolute-avoidance, individual-avoidance, reference-avoidance, individual-approach, reference-approach, absolute-approach. Secondly, the relationship of variables among teachers' influential factors (proactive personality, self-efficacy, personal goals and schools' goal structures ) were discussed. This research collected samples from more than a dozen of other schools, and the analysis was based in 625 valid questionnaires. The result indicated that proactive personality gave positive responses to the self-efficacy; and they both performed positive response to absolute-approach, individual-approach, reference-approach and reference-avoidance goal. Mastery goal structure had positive effect on absolute-approach goal, individual-approach goal, but negative effect on absolute-avoidance goal; performance goals structure had positive effect on absolute-avoidance goal and reference-avoidance goal at the significant level of 0.05, and on individual-avoidance goal and reference-avoidance goal at the different level of 0.001. These results on the one hand confirmed some previous conclusions of relevant research; meanwhile, they revealed features of the relationship between the teacher's proactive personality and achievement goal, self-efficacy and achievement goal, the school's goal structure and achievement goal, which provided the foundation for further studies.
In the third study, the structure of teachers' regulation pattern and their self-regulated learning pattern were investigated. Based on the data from the interview and by comparing the results from previous studies, a primary regulation pattern scale was developed. The samples of were collected from more than a dozen of primary and middle school teachers, and 523 valid questionnaires were adopted for the analysis. The results of exploratory factor analysis and confirmatory analysis indicated that the regulation pattern of teacher learning was a kind of three-factor structure, which was structured by different consciousnesses and regulation states: the self-regulation, task-based regulation and external regulation. The research also analyzed the effectiveness of the double-regulation pattern of teachers' self-regulated learning, and the result showed that self-regulation and task-based self-regulation form the double-regulation effects.
In the fourth study, based on the study of the interview, we put forward the structure of teacher learning strategies and gave an analysis of this framework. The first step we developed a primary teacher learning strategy scale and this was based on the interview and the achieved results of previous research. The samples were collected from more than a dozen of primary and middle school teachers, and 523 valid questionnaires were adopted for the analysis. The results of exploratory factor analysis and confirmatory analysis indicated that teacher learning strategies involved 7 factors which were reflective practice, professional talk, reading arrangement, visiting study, following masters' instructions, recording and meditation, and reflection. The feeling-sharing strategy in the original interview was not taken as a common factor. The analysis on the confirmatory analysis indicated the interrelations among the 7 factors, which provided the basis for the formation of the second-order three factors model, which are cooperative learning, exploring learning and reflection. This analysis also indicated that the second-order three factors model was a simplified form of 7-factor model.
In the fifth study, we adopted the structural equations and explored the relationships between the influential factor variables and regulation patterns. The result indicated that proactive personality and the self-efficacy, taken as stable personality and cognitive variable, had predictive functions for teacher learning regulation patterns; proactive personality and the self-efficacy both performed positive effects on self-regulation and task-based regulation, negative effect on external regulation. The direction of achievement goal for different teachers had different influence on the teacher learning regulation pattern: there was a tendency that the absolute-approach goal with task as reference was related to task-based self-regulation; individual-approach goal with self as reference tended to be related to various ways of regulation, which exposed the essential function of individual-approach goal with self-development as its aim on the regulation process; the reference-approach goal with social comparison as its reference tended to be related to external regulation; the situation goal, perceived by teachers as school goals, influenced on their learning regulation; the mastery goal structure was related to learning regulation pattern for adaptability; performance goals structure was related to the un-adapted learning regulation pattern.
In the sixth study, we explored the influence of teacher learning regulation on their learning strategies. Structural equations were adopted and 625 valid questionnaires of primary school and middle school teachers were analyzed. The results indicated that both self-regulation and task-based self-regulation had positive influence on cooperative learning, exploring learning and reflection. Self-regulation had greatest influence on exploring learning; the influence of task-based self-regulation was almost equal on cooperative learning and exploring learning; self-regulation and task-based self-regulation had positive influence on reflection, but its influence was less than that from cooperative learning and exploring learning. External regulation performed no positive influence on any of the learning strategies, and its negative influence on exploring learning was distinct. What needs to be mentioned was that the teacher learning strategies proposed in our study were in the field of teachers' self-regulated learning strategies and they were given positive influence from teachers' self-regulation and task-based self-regulation.
In the seventh study, we discussed the influence of different teachers' adoption of learning strategies on their work achievement. The result indicated that the influence was various. Self-regulation and task-based self-regulation were proved to be effective and adapting. They not only gave direct and positive influence on teacher learning strategies, adaptive performance and job satisfaction, but also exercised influence on teachers' adaptive performance and job satisfaction with cooperative learning and exploring learning as its media. In addition, teacher learning regulation would mediate the relationship between proactive personality, self-efficacy, achievement goal direction, school goal structure and teacher learning strategies, adaptive performance, job satisfaction. This result contributed to the study of process effects in teacher learning.
Finally, the main conclusions of this paper were summarized. The theoretical progresses and practice implication of present study were discussed, as well as the limitations of this study and direction for future research.
研究一通过对44名中小学教师的访谈,对教师学习的内容、影响教师学习的因素、教师学习行为,教师学习过程中的控制调节特征等进行了探索。对访谈资料的内容分析结果表明,教师学习内容与其专业发展紧密相连,重点指向专业理念、专业知识和解决问题的策略;影响教师学习的因素可归纳为二大类:个人因素和情境因素,个人因素主要包括主动性人格、自我效能感和个人成就目标定向,情境因素主要涉及教师感受到的压力、社会期望、竞争,可用学校目标结构来表征;教师学习的调节状态可以分为三种:外部调节、任务—自我调节、自我调节;教师学习行为具体可以归纳为八种,这八个方面主要涉及三类学习,即教师间的交互学习、教师个人的实践探究学习和教师元认知的反省学习。
研究二根据访谈研究结果确定的主要影响因素,选择或编制相应的问卷,讨论影响因素的结构特点。首先,依据Elliot(2001)提出的成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。研究在省内外十多所中小学教师中进行了取样,并在回收523份有效数据的基础上进行了分析,探索性和验证性因素分析的结果表明,教师成就目标定向的结构主要由3×2个维度构成,即:绝对—回避、个人—回避、参照—回避、个人—接近、参照—接近、绝对—接近。其次,探讨了教师学习影响因素变量(主动性人格、自我效能感、成就目标定向和学校目标结构)之间的关系。研究另在省内外十多所中小学教师中进行了取样,并在回收625份有效数据的基础上进行了分析,研究结果表明,主动性人格对自我效能感具有显著正效应;主动性人格和自我效能感对绝对—接近目标、个人—接近目标、参照—接近目标和参照—回避目标具有显著正效应;掌握目标结构对绝对—接近目标、个人—接近目标具有显著正效应,对绝对—回避目标具有显著负效应;成绩目标结构对绝对—接近目标、参照—接近目标在0.05水平上具有显著正效应,对个人—回避目标、参照—回避目标在0.001水平上具有显著正效应。这些结果一方面证实了以往相关研究的结论,另一方面揭示了教师主动性人格与成就目标,自我效能感与成就目标,学校目标结构与成就目标之间关系的特点,为以后的相关内容研究提供了基础和观点。
研究三对教师学习调节模式和自主学习模式的结构进行研究。首先,根据访谈研究所获取的结果,在参照以往研究成果的基础上,编制了教师学习调节模式初测问卷。其次,研究在省内外十多所中小学教师中进行了取样,并在回收523份有效数据的基础上进行了分析。探索性和验证性因素分析的结果表明,教师学习调节模式是一个三因素的结构,它由教师在工作学习过程中所表现出来的三类不同的学习意识和调节状态所构成,即自我调节、任务—自我调节和外部调节。研究还检验了教师自主学习的双重调节模型的有效性,结果说明,自我调节和任务—自我调节是教师自主学习的双重调节机制。
研究四在访谈研究的基础上,提出教师学习策略的理论构想,并对该构想进行了研究。首先,在访谈结果的基础上,并在参照以往研究成果的基础上,编制了教师学习策略的初测问卷。其次,研究在省内外十多所中小学教师中进行了取样,并在回收523份有效数据的基础上进行了分析,探索性和验证性因素分析的结果都表明,教师学习策略包括七个因素,即反思实践、专业对话、阅读规划、观摩学习、拜师学艺、记录研思、批判性思维。原访谈结果中的情感支持策略没有成为公共因子。研究还根据验证性因素分析结果显示的七因素之间的相关关系,尝试构建了教师学习策略的二阶三因素模型,即交互学习、探究学习和批判性思维。验证性因素分析的结果表明,教师学习策略的二阶三维模型是一阶七因素模型的简化模型。
研究五使用结构方程模型的方法探讨了教师学习影响因素各个变量与不同的教师学习调节模式之间的关系。结果表明,主动性人格和自我效能感作为个体稳定的人格和认知变量对教师学习调节模式具有预测作用,主动性人格与自我效能感都与学习的自我调节和任务—自我调节具有显著正效应,与外部调节具有显著负效应;不同的教师成就目标定向对教师学习调节模式有不同的影响,以任务为参照的绝对—接近目标有与任务—自我调节相联系的倾向;以自我为参照的个人—接近目标有与多种调节方式相联系的倾向,显示出以自我能力提高为定向的个人—接近目标在影响教师学习调节过程中的重要作用;以社会比较为参照的参照—接近目标有与外部调节相联系的倾向;环境目标,即教师感知到的学校目标对他们的学习调节具有影响,掌握目标结构与适应性的学习调节模式相联系,成绩目标结构与不适应的学习调节模式相联系。
研究六考察教师学习调节对教师学习策略的影响。研究采用结构方程模型的方法,对来自于省内外十多所中小学的625份教师有效样本数据进行了分析。结果表明,自我调节和任务—自我调节对交互学习、探究学习和批判性思维都具有显著的积极影响。自我调节对探究学习的影响最大,任务—自我调节对交互学习和探究学习的影响相当,自我调节和任务—自我调节对批判性思维有显著正效应,但效应值小于对交互学习和探究学习的效应值。外部调节对各类学习策略都没有积极影响,对探究学习具有显著消极影响。研究提示,本研究提出的教师学习策略属于教师自主学习策略的范畴,它们受教师自我调节和任务—自我调节的积极影响。
研究七考察了不同教师学习调节下的教师学习策略对教师工作成就的影响。研究结果表明,不同的教师学习调节模式对教师工作成就的影响是不同的。自我调节、任务—自我调节是教师学习有效的、适应性的调节模式,它们不但对于教师学习策略、教师适应性绩效和工作满意感具有直接的显著正效应,而且它们还以交互学习和探究学习为中介影响教师适应性绩效和工作满意感。此外,研究结果还表明,教师学习调节还是主动性人格、自我效能、成就目标定向、学校目标结构等动机、认知、情境变量影响教师学习策略、适应性绩效和工作满意感的一个重要中介变量。这一研究结果是对教师学习过程机制研究的一个贡献。
最后,我们总结了研究的主要结论,探讨了研究的主要理论创新和现实意义,同时指出本研究在内容和方法上存在的局限性以及未来研究的方向。
The study on the teacher development following the movement of specialization has shifted the focus from the positioning of the teacher in education to the concern of teacher learning. Since 1980s the research on the teacher learning mainly has centred on its products—teachers' knowledge and teaching strategise—and the conditions of the teacher learning, which included the education and training program for teachers as well as the form of activities. However, the process of teacher learning and its effects, which covered the teacher's psychological structure and its relation to their study and development were barely discussed. The psychological structure mentioned here refered to the belief in the profession, motives, initiatives, self-efficacy, capability of learning regulation and the like. Based on the Learning Society Theory, Self-directed Learning Theory and Self-regulated Social-cognitive Theory, we discussed the teacher learning against the background of development in their fields. A series of related sub-studies were conducted on the influential factors, regulation patterns, features of self-regulation and the effective strategies of the teacher learning.
In the first study, we interviewed 44 primary school and middle school teachers, through which, we made an exploratory work on the content of the teacher learning, the influential factors on their learning both individually and situationally, the traits of teacher learning behaviors and features of their control and regulation. The results of content analysis showed that the close connection between the content of teacher learning and their development. The content of teacher learning focused on the belief of their speciality, possession of the knowledge in their fields and their strategies in solving problems. The factors that influenced teachers learning could be categorized into individual factors and situation factors. Individual factors included proactive personality, self-efficacy and the personal goals of achievement; situation factors involved the pressure, expectations from the society and competition. It was featured by the schools' goal structures. The types of teacher regulation were composed of three parts: external regulation, task-based self-regulation, and self-regulation. Learning behaviors were put into eight categories, which mainly involved cooperative learning among teachers, individual study based on practice and reflection on meta-cognition.
In the second study, we explored the structural features of the factors determined by the interview. The first step was to put forward the theoretical structure of the teacher achievement goal which was formed on the basis of Elliot's evaluation standard of goal achievement and his framework about ability efficiency. The research collected samples from over a dozen of primary school and middle school teachers in and out of Zhejiang Province. The analysis was carried out on 523 valid questionnaires. The results of exploratory factor analysis and confirmatory analysis indicated that the structure of the teachers' achievement goal orientation was constructed 2*3 dimensions, which were respectively absolute-avoidance, individual-avoidance, reference-avoidance, individual-approach, reference-approach, absolute-approach. Secondly, the relationship of variables among teachers' influential factors (proactive personality, self-efficacy, personal goals and schools' goal structures ) were discussed. This research collected samples from more than a dozen of other schools, and the analysis was based in 625 valid questionnaires. The result indicated that proactive personality gave positive responses to the self-efficacy; and they both performed positive response to absolute-approach, individual-approach, reference-approach and reference-avoidance goal. Mastery goal structure had positive effect on absolute-approach goal, individual-approach goal, but negative effect on absolute-avoidance goal; performance goals structure had positive effect on absolute-avoidance goal and reference-avoidance goal at the significant level of 0.05, and on individual-avoidance goal and reference-avoidance goal at the different level of 0.001. These results on the one hand confirmed some previous conclusions of relevant research; meanwhile, they revealed features of the relationship between the teacher's proactive personality and achievement goal, self-efficacy and achievement goal, the school's goal structure and achievement goal, which provided the foundation for further studies.
In the third study, the structure of teachers' regulation pattern and their self-regulated learning pattern were investigated. Based on the data from the interview and by comparing the results from previous studies, a primary regulation pattern scale was developed. The samples of were collected from more than a dozen of primary and middle school teachers, and 523 valid questionnaires were adopted for the analysis. The results of exploratory factor analysis and confirmatory analysis indicated that the regulation pattern of teacher learning was a kind of three-factor structure, which was structured by different consciousnesses and regulation states: the self-regulation, task-based regulation and external regulation. The research also analyzed the effectiveness of the double-regulation pattern of teachers' self-regulated learning, and the result showed that self-regulation and task-based self-regulation form the double-regulation effects.
In the fourth study, based on the study of the interview, we put forward the structure of teacher learning strategies and gave an analysis of this framework. The first step we developed a primary teacher learning strategy scale and this was based on the interview and the achieved results of previous research. The samples were collected from more than a dozen of primary and middle school teachers, and 523 valid questionnaires were adopted for the analysis. The results of exploratory factor analysis and confirmatory analysis indicated that teacher learning strategies involved 7 factors which were reflective practice, professional talk, reading arrangement, visiting study, following masters' instructions, recording and meditation, and reflection. The feeling-sharing strategy in the original interview was not taken as a common factor. The analysis on the confirmatory analysis indicated the interrelations among the 7 factors, which provided the basis for the formation of the second-order three factors model, which are cooperative learning, exploring learning and reflection. This analysis also indicated that the second-order three factors model was a simplified form of 7-factor model.
In the fifth study, we adopted the structural equations and explored the relationships between the influential factor variables and regulation patterns. The result indicated that proactive personality and the self-efficacy, taken as stable personality and cognitive variable, had predictive functions for teacher learning regulation patterns; proactive personality and the self-efficacy both performed positive effects on self-regulation and task-based regulation, negative effect on external regulation. The direction of achievement goal for different teachers had different influence on the teacher learning regulation pattern: there was a tendency that the absolute-approach goal with task as reference was related to task-based self-regulation; individual-approach goal with self as reference tended to be related to various ways of regulation, which exposed the essential function of individual-approach goal with self-development as its aim on the regulation process; the reference-approach goal with social comparison as its reference tended to be related to external regulation; the situation goal, perceived by teachers as school goals, influenced on their learning regulation; the mastery goal structure was related to learning regulation pattern for adaptability; performance goals structure was related to the un-adapted learning regulation pattern.
In the sixth study, we explored the influence of teacher learning regulation on their learning strategies. Structural equations were adopted and 625 valid questionnaires of primary school and middle school teachers were analyzed. The results indicated that both self-regulation and task-based self-regulation had positive influence on cooperative learning, exploring learning and reflection. Self-regulation had greatest influence on exploring learning; the influence of task-based self-regulation was almost equal on cooperative learning and exploring learning; self-regulation and task-based self-regulation had positive influence on reflection, but its influence was less than that from cooperative learning and exploring learning. External regulation performed no positive influence on any of the learning strategies, and its negative influence on exploring learning was distinct. What needs to be mentioned was that the teacher learning strategies proposed in our study were in the field of teachers' self-regulated learning strategies and they were given positive influence from teachers' self-regulation and task-based self-regulation.
In the seventh study, we discussed the influence of different teachers' adoption of learning strategies on their work achievement. The result indicated that the influence was various. Self-regulation and task-based self-regulation were proved to be effective and adapting. They not only gave direct and positive influence on teacher learning strategies, adaptive performance and job satisfaction, but also exercised influence on teachers' adaptive performance and job satisfaction with cooperative learning and exploring learning as its media. In addition, teacher learning regulation would mediate the relationship between proactive personality, self-efficacy, achievement goal direction, school goal structure and teacher learning strategies, adaptive performance, job satisfaction. This result contributed to the study of process effects in teacher learning.
Finally, the main conclusions of this paper were summarized. The theoretical progresses and practice implication of present study were discussed, as well as the limitations of this study and direction for future research.
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