This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two independent samples of teachers. Perceived organizational politics was found to be negatively related to teacher commitment, whereas reflective dialogue and teaching experience were positively related. Teacher efficacy and identification with school were found to completely mediate the relations between the three antecedents and teacher commitment.

No abstract

No abstract

No abstract

This study examines the role of self-construal in student learning by testing a mediation model: through math achievement goals, self-construal predicts math self-concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 secondary classes in Singapore took a survey and a math achievement test. The results from multi-group structural equation modelling support measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self-construal positively predicted mastery approach and avoidance goals, through which interdependent self-construal had a positive total indirect effect on math anxiety. Independent self-construal positively predicted mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self-construal was associated with high math self-concept. Overall, self-construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students' relatively higher anxiety and lower self-concept in comparison with their Western counterparts as reported in international studies.