基于心理资本视角的高校教师工作绩效影响机制研究
发布时间：2018-07-26 10:20
【摘要】：中国高校在长时间“量变”之后,如何迎来质的飞跃,是当前需要关注的焦点问题。百年大计,教育为本;教育大计,教师为本。高校教师是科研与教学工作的承担主体,提高教师工作绩效水平,是高等院校获得恒久动力的长效机制。为此,高校管理需要突破传统理念,开发与培育一种重要的具有价值增值效应的战略资源,激励教师将压力转化为内生型动力,激发教师潜在能力,促使其更加积极投身教学与科研工作,获得个体工作绩效的提升,从而提高高校组织绩效与核心竞争力。本文以高等院校教师为研究对象,基于心理资本视角,对高校教师的工作绩效影响机制进行了研究,在明确心理资本对工作绩效具有直接影响效应基础上,重点探讨创新行为及创新支持氛围在两者关系中的作用机制。本文研究内容包括以下几点:(1)检验高校教师心理资本对工作绩效的直接影响,为提升高校教师工作绩效寻找新的积极途径。(2)揭示创新行为在高校教师心理资本与工作绩效关系中的中介作用,从个体行为角度打开“心理——产出”的作用“黑箱”,阐明个体创新行为是从积极心理状态到良好绩效产出的中间路径。(3)探讨创新支持氛围在高校教师心理资本与工作绩效关系中的调节作用,分析环境因素和个人因素在影响高校教师工作绩效中存在的交互效应。(4)分析创新行为在高校教师心理资本与工作绩效关系中的中介作用受到创新支持氛围的调节效果,即被调节的中介作用模型。从规范与实证两个角度,利用问卷调查法收集数据,采用相关分析、回归分析以及结构方程模型等方法对高校教师心理资本影响科研绩效与教学绩效的规律进行探讨,研究发现:(1)高校教师心理资本对工作绩效具有显著的正向影响作用。其中,自信、希望和乐观正向影响科研绩效;自信、韧性正向影响教学绩效。(2)创新行为在高校教师心理资本与工作绩效关系中发挥中介作用。其中构想产生在心理资本与科研绩效之间发挥完全中介效应;构想执行在心理资本与教学绩效之间具有部分中介作用。(3)创新支持氛围在高校教师心理资本与工作绩效关系中存在正向调节作用。其中高校支持对心理资本与科研绩效间关系存在正向调节作用;高校支持、领导支持均在心理资本与教学绩效关系间具有显著的正向调节作用。(4)创新行为与创新支持氛围的综合作用在高校教师心理资本与工作绩效关系中部分成立。其中,创新行为在心理资本与科研绩效关系中发挥的中介作用受到创新支持氛围的显著正向调节;创新行为对心理资本与教学绩效关系的中介作用未受到创新支持氛围的调节。论文创新之处主要体现在四个方面:(1)基于心理资本全新视角解读高校教师工作绩效影响因素;(2)揭示了心理资本通过创新行为影响高校教师工作绩效的作用机理;(3)发现了创新支持氛围在“心理资本——工作绩效”、“心理资本——创新行为——工作绩效”关系中存在正向调节作用;(4)拓展了心理资本理论在高校领域的实践应用。本文明确指出对高校教师心理资本进行投资和开发将成为高校有效且积极的管理手段,同时强调激发教师创新行为和培育创新支持氛围,为高校教师绩效管理实践提供理论指导。
[Abstract]:After a long period of "quantitative change", how to usher in a qualitative leap in Chinese colleges and universities is the focus of attention. School management needs to break through the traditional ideas, develop and cultivate an important strategic resource with value added effect, motivate teachers to transform pressure into endogenous motivation, stimulate teachers' potential ability, make them more actively involved in teaching and scientific research, and improve the performance of individual work, so as to improve the organizational performance and core of colleges and universities. Based on the psychological capital perspective, this paper studies the influence mechanism of College Teachers' work performance based on psychological capital. On the basis of the direct effect of psychological capital on work performance, this paper focuses on the mechanism of the role of innovative behavior and innovative support atmosphere in the relationship. The contents include the following points: (1) to examine the direct impact of psychological capital of college teachers on work performance, and to find new positive ways to improve the performance of college teachers. (2) reveal the intermediary role of innovative behavior in the relationship between psychological capital and work performance of college teachers, and open the "psychological output" from the perspective of individual behavior " "Black box", clarifies that individual innovation behavior is the middle path from positive psychological state to good performance output. (3) to explore the role of innovation support atmosphere in the relationship between psychological capital and work performance of university teachers, and to analyze the interaction effect of environmental and personal factors on the performance of College Teachers' work performance. (4) analysis of innovation line The intermediary role in the relationship between psychological capital and job performance in college teachers is regulated by the moderating effect of the atmosphere of innovation support, that is, the moderating intermediary role model. From the two angles of standardization and demonstration, the data are collected by questionnaire survey method, and the psychological capital of university teachers is adopted by the methods of correlation analysis, regression analysis and structural equation model. The research shows that: (1) the psychological capital of college teachers has a significant positive impact on work performance. Among them, confidence, hope and optimism have a positive impact on scientific research performance; self-confidence and resilience are affecting teaching performance. (2) the relationship between psychological capital and job performance of College Teachers It plays a mediating role. The concept produces a full intermediary effect between psychological capital and scientific research performance; conception execution has a partial intermediary role between psychological capital and teaching performance. (3) the atmosphere of innovation support plays a positive role in the relationship of psychological capital and job performance in college teachers. The relationship between capital and scientific research performance has a positive regulating effect; university support and leadership support have significant positive regulating effect between psychological capital and the relationship of teaching performance. (4) the comprehensive effect of innovative behavior and creative support atmosphere is partly established in the relationship between psychological capital and work performance of college teachers. The intermediary role of capital and scientific research performance is significantly adjusted by the atmosphere of innovation support; the intermediary role of the relationship between psychological capital and teaching performance is not regulated by the atmosphere of innovation support. The innovation of the thesis is mainly embodied in four aspects: (1) the interpretation of the University Teachers' work based on a new perspective of psychological capital Influence factors of performance; (2) reveal the effect mechanism of psychological capital on the performance of college teachers through innovative behavior; (3) it is found that the creative support atmosphere has a positive regulating role in "psychological capital - work performance", "psychological capital - innovation behavior - work performance"; (4) the theory of psychological capital has been expanded. This paper clearly points out that the investment and development of psychological capital for college teachers will be an effective and active management means for colleges and universities. At the same time, it is emphasized that inspiring teachers' innovative behavior and nurturing the atmosphere of innovation support to provide theoretical guidance for the performance management practice of university teachers.
【学位授予单位】：中国矿业大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G645.1
，
本文编号：2145685
[Abstract]:After a long period of "quantitative change", how to usher in a qualitative leap in Chinese colleges and universities is the focus of attention. School management needs to break through the traditional ideas, develop and cultivate an important strategic resource with value added effect, motivate teachers to transform pressure into endogenous motivation, stimulate teachers' potential ability, make them more actively involved in teaching and scientific research, and improve the performance of individual work, so as to improve the organizational performance and core of colleges and universities. Based on the psychological capital perspective, this paper studies the influence mechanism of College Teachers' work performance based on psychological capital. On the basis of the direct effect of psychological capital on work performance, this paper focuses on the mechanism of the role of innovative behavior and innovative support atmosphere in the relationship. The contents include the following points: (1) to examine the direct impact of psychological capital of college teachers on work performance, and to find new positive ways to improve the performance of college teachers. (2) reveal the intermediary role of innovative behavior in the relationship between psychological capital and work performance of college teachers, and open the "psychological output" from the perspective of individual behavior " "Black box", clarifies that individual innovation behavior is the middle path from positive psychological state to good performance output. (3) to explore the role of innovation support atmosphere in the relationship between psychological capital and work performance of university teachers, and to analyze the interaction effect of environmental and personal factors on the performance of College Teachers' work performance. (4) analysis of innovation line The intermediary role in the relationship between psychological capital and job performance in college teachers is regulated by the moderating effect of the atmosphere of innovation support, that is, the moderating intermediary role model. From the two angles of standardization and demonstration, the data are collected by questionnaire survey method, and the psychological capital of university teachers is adopted by the methods of correlation analysis, regression analysis and structural equation model. The research shows that: (1) the psychological capital of college teachers has a significant positive impact on work performance. Among them, confidence, hope and optimism have a positive impact on scientific research performance; self-confidence and resilience are affecting teaching performance. (2) the relationship between psychological capital and job performance of College Teachers It plays a mediating role. The concept produces a full intermediary effect between psychological capital and scientific research performance; conception execution has a partial intermediary role between psychological capital and teaching performance. (3) the atmosphere of innovation support plays a positive role in the relationship of psychological capital and job performance in college teachers. The relationship between capital and scientific research performance has a positive regulating effect; university support and leadership support have significant positive regulating effect between psychological capital and the relationship of teaching performance. (4) the comprehensive effect of innovative behavior and creative support atmosphere is partly established in the relationship between psychological capital and work performance of college teachers. The intermediary role of capital and scientific research performance is significantly adjusted by the atmosphere of innovation support; the intermediary role of the relationship between psychological capital and teaching performance is not regulated by the atmosphere of innovation support. The innovation of the thesis is mainly embodied in four aspects: (1) the interpretation of the University Teachers' work based on a new perspective of psychological capital Influence factors of performance; (2) reveal the effect mechanism of psychological capital on the performance of college teachers through innovative behavior; (3) it is found that the creative support atmosphere has a positive regulating role in "psychological capital - work performance", "psychological capital - innovation behavior - work performance"; (4) the theory of psychological capital has been expanded. This paper clearly points out that the investment and development of psychological capital for college teachers will be an effective and active management means for colleges and universities. At the same time, it is emphasized that inspiring teachers' innovative behavior and nurturing the atmosphere of innovation support to provide theoretical guidance for the performance management practice of university teachers.
【学位授予单位】：中国矿业大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G645.1
，
本文编号：2145685
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