中国（大陆地区）高校教师心理资本对绩效影响研究： 动因性工作行为和工作繁盛的链式中介效应
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
摘要
摘要
高校的教和学关系同样发生了革命性的变化，高校需要增强自身竞争力，需要教师增大科研和教研产出，这就对教师队伍能力和水平提出了新的更高要求，如何激发教师的工作繁盛从而增加其绩效已成为当前组织行为学的重要议题。作者从高校组织中资本开发的角度，构建以心理资本作前因变量，个体动因性工作行为通过工作繁盛影响教师绩效的模型，从中国大陆地区高校选取600名教师作为数据样本，回收519份有效数据，采用SPSS24和AMOS24进行数据检验和路径分析，实证结果显示：（1）个体心理资本与工作繁盛相关但不产生直接关系，需要以动因性工作行为作中介变量；（2）动因性工作行为需要通过工作繁盛对教师绩效起到正向预测作用；（3）通过模型整合得出心理资本在教师工作繁盛影响绩效的过程中担任前因变量。
##plugins.themes.bootstrap3.article.details##
Chinese Journal of Social Science and Management Editorial Division
The Office of Research and Development, Panyapiwat Institute of Management
85/1 Moo 2, Chaengwattana Rd., Bang Talat, Pakkred, Nonthaburi 11120, Thailand
Tel. 02 855 01048 E-mail: cjssm@pim.ac.th
参考
Avey, J. B., Reichard, R. J., Luthans, F. & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127-152.
Bandura, A. (2001). Social Cognitive Theory: An Argentic Perspective. Annual Review Psychology, 52, 1-26.
Bandura, A. & National Institute of Mental Health. (1986). Prentice-Hall series in social learning theory. Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bijlsma-Frankema, K. M., Rosendaal, B. W. & van de Bunt, G. G. (2005). Does trust breed heed? Differential effects of trust on heed and performance in a network and a divisional form of organizing. In K. M. Bijlsma-Frankema & R. J. A. Klein Woolthuis (Eds.), Trust under pressure; Empirical investigations of trust and trust building in uncertain circumstances (pp. 206-233).
Christine, P., Spreitzer, G., Gibson, C. & Garnett, F. G. (2012). Thriving at work: Toward its measurement, construct validation, and theoretical refinement. Journal of Organizational Behavior, 33(2), 250-275.
Dawkins, S., Martin, A., Scott, J. & Sanderson, K. (2013). Building on the positives: A psychometric review and critical analysis of the construct of Psychological Capital. Journal of Occupational and Organizational Psychology, 86(3), 348-370.
Hu, J. & Mo, Y. (2004). An Empirical Analysis of the Relationship between University Teachers' Work Values and Task Performance. Science of Science and Management of S. & T., (12), 114-117. [in Chinese]
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724.
Niessen, C., Sonnentag, S. & Sach, F. (2012). Thriving at work---A diary study. Journal of organizational Behavior, (4), 468-487.
Paterson, T. A., Luthans, F. & Jeung, W. (2014). Thriving at Work: Impact of Psychological Capital and Supervisor Support. Journal of Organizational Behavior, 35, 434-446.
Peterson, S. J. & Luthans, F. (2011). Psychological capital and employee performance: A latent growth modeling approach. Personnel Psychology, 64(2), 427-450.
Rothbard, N. P. (2001). Enriching or Depleting? The Dynamics of Engagement in Work and Family Roles. Administrative Science Quarterly, 46, 655-684.
Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S. & Grant, A. M. (2005). A socially embedded model of thriving at work. Organization Science, 16(5), 537-549.
Weick, K. E. (2003).Organizational Design and the Gehry Experience. Journal of Management Inquiry, 12(1), 93-97.
Youssef, C. M. & Luthans, F. (2007). Positive Organizational Behavior in the Workplace the Impact of Hope, Optimism, and Resilience. Journal of Management, 33(5), 774-800.
