نویسندگان:

¹گروه علوم تربیتی، واحد سقز، دانشگاه آزاد اسلامی، سقز، ایران

²دانشیار، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران

چکیده فارسی: این پژوهش با هدف آزمون مدل مفروض میانجیگری ارزیابی‌های شناختی در رابطة هدف‌های پیشرفت کاری و بهزیستی عاطفی وابسته به شغل در معلمان، انجام شد. در این مطالعۀ همبستگی، ۲۰۰ معلم ابتدایی (۱۳۰ زن، ۷۰ مرد) ۲۵ تا ۴۰ سال به روش نمونه‌گیری دردسترس انتخاب و به مقیاس بهزیستی عاطفی شغلی، پرسشنامۀ هدف‌های پیشرفت کاری معلمان و نسخۀ تجدیدنظرشده مقیاس ارزیابی استرس پاسخ دادند در این پژوهش، به‌منظور آزمون مدل علّی میانجیگری، از روش آماری تحلیل مسیر با رویکرد برازاندن مدل، استفاده شد. نتایج تحلیل مسیر نشان داد مدل مفروض با داده‌ها برازش مطلوبی دارد. تمامی ضرایب مسیر بین متغیرهای مشاهده شده (به‌جز ضریب مسیر مربوط به اثر مستقیم متغیرهای برون‌زای هدف‌های پیشرفت کاری بر متغیرهای درون‌زای بهزیستی عاطفی وابسته به شغل) از نظر آماری معنادار بودند و به‌ترتیب ۳۸ و ۴۸ درصد از واریانس نمرات وجوه مثبت و منفی بهزیستی عاطفی وابسته به شغل، تبیین شد. در مجموع، نتایج این پژوهش با تأکید بر میانجیگری ارزیابی‌های شناختی در رابطۀ هدف‌های پیشرفت کاری و بهزیستی عاطفی شغلی معلمان، ضمن تأیید مواضع نظریه هدف پیشرفت در بافتار پاسخ‌دهی به مطالبات کاری معلمان، همسو با پژوهش‌های پیشین، بر اهمیت تعیین‌گرهای فردی در تبیین تفاوت‌های بهزیستی عاطفی معلمان تأکید می‌کند.

Relationship between Goal Orientations and Affective Well-being among Elementary School Teachers: Modeling the Mediating Role of Cognitive Appraisals

English Abstract: This research was conducted to assess the model with the mediating role of cognitive appraisals on the relationship between goal orientation and job-related affective well-being among elementary school teachers. In this correlational research, teachers (130 women and 70 men) aged 25 to 40, who were selected using the convenience sampling method, responded to the Job-Related Affective Well-Being Scale (JAWS), the Teachers’ Achievement Goals in Work Questionnaire (TAGWQ), and the Stress Appraisal Measure-Revised (SAM-R). The causal model of mediation was examined using path analysis with a model-fitting approach. The results showed that the assumed model had a good fit with the data. All the path coefficients among the observed variables (except path coefficient for the direct effect of goal orientations on dimensions of affective well-being) were statistically significant. This model could explain 38% and 48% of the variance of positive and negative dimensions of the affective well-being, respectively. In conclusion, the results of this study determined the mediating role of cognitive appraisal processes in the relationship between goal orientation and job-related affective well-being in elementary school teachers, while highlighting the weight of individual determinants in explaining the distinct emotional well-being of teachers. Introduction Teachers’ well-being, as an outcome of positive affective well-being and effective professional functioning, plays a key role in enhancing the performance of educational systems (Corbett et al., 2025). This construct affects the mental, emotional, and physical health of teachers, as well as students’ well-being, the quality of education, and academic achievement. Evidence shows that teachers’ well-being improves job satisfaction and professional commitment (Matos et al., 2024). Studies show that teachers’ well-being has been conceptualized from different perspectives. The three goals of mastery, performance, and avoidance are introduced in the Achievement Goal Theory (AGT). These are associated with different motivational patterns and attributional styles. Mastery goals are associated with motivational self-regulation and higher well-being, while performance and avoidance goals are typically associated with defensive strategies, avoidance of challenges, and reduced well-being (Gallo et al., 2022). Based on theory, there are three categories of cognitive appraisals as a mediating mechanism: 1) challenging, 2) resource-oriented, and 3) threat-oriented. Challenging and resource-oriented cognitive appraisals are adaptive and contribute to increasing well-being, while threat-oriented and self-defeating cognitive appraisals reduce well-being (Xu et al., 2024). Accordingly, the present research integrates the AGT and the cognitive assessment framework to examine the mediating role of cognitive appraisals in the relationship between goal orientation and the occupational well-being of teachers. Methodology The statistical population of this correlational study comprised male and female elementary school teachers in the city of Bijar, Iran, during the 2024-2025 academic year. Of these, 200 participants were selected with the convenience sampling method. The sample size was determined for each gender group according to Kline’s recommendations (2023) on causal modeling and maintaining a sample-to-parameter ratio of 18:1. Measurement tools included the Teachers’ Achievement Goals in Work Questionnaire (TAGWQ) (Papaioannou & Christodoulidis, 2007) with 13 items, measuring the three goals of mastery, performance, and avoidance. In the present study, the Cronbach’s alpha coefficients for each of these goals were 0.76, 0.78, and 0.75, respectively. Furthermore, the Stress Appraisal Measure-Revised (SAM-R) (Rowley et al., 2005) with 14 items was used for the three threat-oriented, challenge-oriented, and resource-oriented appraisals, with Cronbach’s alpha of 0.79, 0.80, and 0.77, respectively. In addition, JAWS (Van Katwyk et al., 2000) with two aspects of positive and negative affective well-being was used, with Cronbach’s alpha coefficients of 0.81 and 0.82, respectively. Results Table 1 shows the descriptive measures of study variables, including goal orientation, cognitive appraisal processes, and positive and negative job-related affective well-being. Table 2 shows a positive correlation between the mastery goal orientation and challenge-oriented appraisal, resource-oriented appraisal, and positive job-related affective well-being. It shows a significant negative correlation with threat-oriented appraisal and negative job-related affective well-being. A negative correlation was observed between performance and avoidance goals with challenge-oriented and resource-oriented appraisals and positive affective well-being. A significant positive correlation was observed between threat-oriented appraisals and negative affective well-being. In this study, data were screened according to Klein (2023) before path analysis with a model-fitting approach. Univariate normality assumptions (skewness and kurtosis), residual normality (normal probability plot), multicollinearity (tolerance and variance inflation factors), and homoscedasticity (scatterplots of standardized predicted values and residuals) were examined and confirmed for positive and negative job-related affective well-being variables. Figure 2 shows that goal orientation explained 8% to 23% of the variance of scores in cognitive appraisals, 38% of positive affective well-being, and 48% of negative affective well-being (through goal orientation and cognitive appraisals). All the path coefficients between the observed variables were statistically significant except the path coefficient for the direct effect of goal orientation on the dimensions of affective well-being. The bootstrap test confirmed the mediating role of cognitive appraisals in the relationship between goal orientation and job-related affective well-being. Discussion and conclusion By relying on the AGT and cognitive appraisal processes, the present study examined the relationship between goal orientation and the affective well-being of teachers. Path analysis results showed that cognitive appraisals play a strong mediating role in this relationship. The findings are consistent with the results of Nalipay et al. (2024) and Zhou et al. (2024), who attributed the differences in affective well-being to the functional attributes of goal orientation. Mastery-oriented teachers view failure as a part of professional growth with a realistic and compassionate approach, and experience positive affective well-being. On the other hand, teachers with performance-oriented and avoidance-oriented goals experience more negative affective well-being responses and adopt maladaptive strategies. Based on the causal mediation approach, teachers with intrinsic motivation view the demands of their job as a learning opportunity. However, performance-oriented and avoidance-oriented teachers face more challenges. Limitations include non-probability sampling, a cross-sectional design, and a lack of attention to gender differences. The results emphasize the significance of cognitive appraisals and individual characteristics.