高校师生心理契约演变及违背破裂的个案研究

发布时间：2018-03-24 02:21

本文选题：高校师生　切入点：心理契约　出处：《中国科学技术大学》2010年硕士论文

【摘要】： 心理契约研究受到当今学术界的普遍关注。近年来,有关研究从当初缘起的经济组织已经拓展到包括高校在内的非营利组织之中。随着研究的不断深入,从上世纪九十年代中期开始,学界在该研究领域逐渐形成了“单向观”和“双向观”两个学派。本研究秉承课题组一直坚持的“双向观”,对高校不同年级师生心理契约的演变规律进行了初步探究,并选择一则师生心理契约违背与破裂的典型个案进行了深入的分析。文章首先对心理契约的一般内容、结构维度、功能和作用机制以及履行、违背和破裂等基本理论,进行了简要的回顾综述。在此基础上,运用课题级前期问卷调查采集的数据,沿用师生心理契约维度的研究结论,借助SPSS统计分析软件,通过means检验和各年级师生不同维度心理契约承诺程度的均值比较分析,对本文提出的假设进行了验证,并绘制出1-4年级师生心理契约承诺度的演变图谱及矩阵四分图模型,较好地区分了高校各年级师生心理契约承诺强度的差异。文章认为,在高校师生心理契约的内容结构中,学生科学智能自我培养的心理契约责任强度一到四年级是高低波动的;学生社会智能自我培养的心理契约责任强度从一年级到四年级逐渐增强;而师生心理契约中教师教学技能提高的责任强度随学生期望强度的变化而变化;教师敬业品格修养责任强度虽然呈现出的一定波动,但与学生社会智能自我培养责任强度三、四年级比一、二年级高的总趋势一致。与此同时,为了促进高校教师和管理者高度重视心理契约对师生行为的影响,文章引入一则师生心理契约违背与破裂的典型个案,通过师生心理契约违背、破裂演变过程的分析,进一步论证了师生心理契约构建与履行的基本机制,并根据该案分析结论所得启示,就高校管理者如何发挥心理契约对师生双方激励与约束双重功能的方法和路径问题,作了较为深入的推论阐述。
[Abstract]:The research of psychological contract has been paid more and more attention by the academic circles nowadays. In recent years, the related research has been extended from the original economic organization to the non-profit organization, including the university. With the development of the research, Since the mid-1990s, The academic circles have gradually formed two schools of "one way view" and "two way view" in this research field. This study has carried on the preliminary research on the evolvement law of the psychological contract of teachers and students of different grades in colleges and universities, following the "two-way view" that the research group has been insisting on all the time. A typical case of the breach and rupture of psychological contract between teachers and students is selected for in-depth analysis. In this paper, the general content, structural dimension, function and mechanism of psychological contract, as well as the basic theories of performance, breach and rupture are reviewed briefly. Using the data collected by the questionnaire survey in the early stage of the subject level, using the conclusion of the psychological contract dimension of teachers and students, with the help of SPSS statistical analysis software, through the means test and the average value analysis of the different dimensions of psychological contract commitment between teachers and students in different grades. The hypothesis proposed in this paper is verified, and the evolvement map and matrix quadrature chart model of teachers and students' psychological contract commitment degree in grades 1-4 are drawn. The differences in the intensity of psychological contract commitment between teachers and students of different grades in colleges and universities are well distinguished. In the content structure of psychological contract between teachers and students, the intensity of psychological contract responsibility of self-cultivation of students' scientific intelligence fluctuates from grade one to grade four. The intensity of psychological contract responsibility of students' social intelligence self-cultivation gradually increases from grade one to grade four, and the intensity of responsibility for teachers' teaching skills in psychological contract between teachers and students changes with the change of students' expectation intensity. Although the intensity of teachers' responsibility for professional character and accomplishment is fluctuating, it is consistent with the general trend that students' social intelligence self-cultivation responsibility intensity is higher in grade three, grade four than grade one and grade two. At the same time, in order to promote college teachers and administrators to attach great importance to the influence of psychological contract on the behavior of teachers and students, this paper introduces a typical case of the violation and rupture of psychological contract between teachers and students, through which the psychological contract of teachers and students is violated. The analysis of the process of rupture and evolution further demonstrates the basic mechanism of the construction and implementation of the psychological contract between teachers and students, and draws inspiration from the conclusion of the analysis of the case. This paper makes a deep inference on the method and path of how to exert the psychological contract to the dual functions of encouragement and restraint between teachers and students.
【学位授予单位】：中国科学技术大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G441

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