高校教师心理资本对科研创新行为的影响研究

发布时间：2018-08-12 18:41

【摘要】：高校教师科研创新行为是高校教师在科研工作中产生并执行新的想法进而获取创新性成果的个人行为过程。它对提升个人乃至组织竞争力起着重要作用。研究目的:(1)评估高校教师心理资本与科研创新行为的发展现状;(2)探索并验证高校教师心理资本对科研创新行为的影响效应及作用机制;(3)针对影响高校教师心理资本与科研创新行为的因素,提供合理化提升途径或建议。研究方法:(1)定量调查:本研究采用便利抽样的原则对来自全国5所高校的404名高校教师进行高校教师心理资本量表、知识分享量表、创新自我效能感量表和自修订版的高校教师科研创新行为量表等测评与分析;(2)个案访谈:本研究在定量调查研究的基础上制订了半结构式访谈提纲来对随机抽取来自南昌的7名高校教师进行个案访谈,通过归纳整理访谈资料进一步分析影响高校教师心理资本与科研创新行为的影响因素,并提出合理化提升途径或策略。研究结果:(1)高校教师心理资本与知识分享总体发展状况良好,不同文化程度、不同专业类别间的高校教师心理资本与知识分享差异均具有统计学意义(P0.01);(2)高校教师创新自我效能感总体状况良好,不同性别、不同年龄间的高校教师创新自我效能感差异均具有统计学意义(P0.05);(3)高校教师科研创新行为总体发展水平较好,不同性别、不同职称、不同专业类别、不同年龄间的高校教师科研创新行为发展水平差异均具有统计学意义(P0.05);(4)高校教师心理资本、知识分享、创新自我效能感与科研创新行为间存在显著正相关,心理资本、知识分享与创新自我效能感均能较好地预测其科研创新行为,并且知识分享与创新自我效能感均能在心理资本与科研创新行为间起到部分中介作用;(5)访谈后发现,虽然影响高校教师科研创新行为的因素兼具内外部两方面,但就影响效果来看,内因是发生基础,外因要通过内因起作用。研究结论:(1)高校教师的科研创新行为发展水平较好,且性别、职称、专业、年龄对高校教师的科研创新行为有不同程度的影响;(2)高校教师心理资本不仅能直接影响其科研创新行为,而且还能通过知识分享与创新自我效能感间接影响其科研创新行为。(3)高校教师科研创新行为的激发除了要善于利用必要的外部条件外,还应当加强对其个人积极心理品质与创新素质的培养。
[Abstract]:The innovative behavior of university teachers in scientific research is a personal behavior process in which university teachers produce and implement new ideas in scientific research and obtain innovative results. It plays an important role in enhancing the competitiveness of individuals and even organizations. The research methods are as follows: (1) Quantitative survey: 404 teachers from five universities in China were enrolled in this study by convenience sampling principle. This study assessed and analyzed university teachers'psychological capital scale, knowledge sharing scale, innovative self-efficacy scale and self-revised University teachers' scientific research innovation behavior scale. (2) Case interview: On the basis of quantitative investigation and research, this study formulated a semi-structured interview outline to carry out a random sample of seven university teachers from Nanchang. The results show that: (1) The overall development of University teachers'psychological capital and knowledge sharing is in good condition, with different educational levels and different professional categories. The differences of teachers'psychological capital and knowledge sharing were statistically significant (P There were significant differences in the development level of scientific research and innovation behavior among teachers of the same professional title, different professional categories and different ages (P 0.05); (4) There were significant positive correlations between psychological capital, knowledge sharing, innovative self-efficacy and scientific research and innovation behavior, and psychological capital, knowledge sharing and innovation self-efficacy were better. Predict their scientific research innovation behavior, and knowledge sharing and innovation self-efficacy can play a part of intermediary role between psychological capital and scientific research innovation behavior; (5) Interview found that although the factors affecting university teachers'scientific research innovation behavior have both internal and external aspects, but as far as the effect is concerned, internal factors are the basis of occurrence, external factors should be adopted. The results show that: (1) the level of development of University teachers'scientific research innovation behavior is good, and gender, professional title, major and age have different degrees of influence on University teachers' scientific research innovation behavior; (2) University teachers'psychological capital can not only directly affect their scientific research innovation behavior, but also through knowledge sharing and innovation self-efficacy. (3) In addition to making good use of the necessary external conditions, the stimulation of University teachers'scientific research innovation behavior should also strengthen the cultivation of their individual positive psychological quality and innovation quality.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G644;G443

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