心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2014年
5期
550~560
,共null页
心理契约履行 情感承诺 职业倦怠 职称
心理契約履行 情感承諾 職業倦怠 職稱
심리계약리행 정감승낙 직업권태 직칭
Psychological Contract Fulfillment; Affeetive Commitment; Job Burnout; Professional Title
通过整群取样法对全国14个省市36所职业院校共1237名专职或兼职专业教师进行测查,探讨心理契约履行对教师职业倦怠的影响作用机制,即情感承诺在其中的中介作用,以及职称对上述关系的调节效应。结果表明：（1）情感承诺在心理契约履行对职业倦怠的影响关系中起了部分中介作用;（2）教师职称对心理契约履行对职业倦怠的影响作用具有调节效果;使用总效应调节模型对情感承诺在心理契约履行对教师职业倦怠的中介效应及教师职称的调节作用进行综合性分析,发现教师职称主要在第一阶段,即心理契约履行对情感承诺的影响作用上调节效果显著。当教师的职称较低时,上述关系及效应也越强。
通過整群取樣法對全國14箇省市36所職業院校共1237名專職或兼職專業教師進行測查,探討心理契約履行對教師職業倦怠的影響作用機製,即情感承諾在其中的中介作用,以及職稱對上述關繫的調節效應。結果錶明：（1）情感承諾在心理契約履行對職業倦怠的影響關繫中起瞭部分中介作用;（2）教師職稱對心理契約履行對職業倦怠的影響作用具有調節效果;使用總效應調節模型對情感承諾在心理契約履行對教師職業倦怠的中介效應及教師職稱的調節作用進行綜閤性分析,髮現教師職稱主要在第一階段,即心理契約履行對情感承諾的影響作用上調節效果顯著。噹教師的職稱較低時,上述關繫及效應也越彊。
통과정군취양법대전국14개성시36소직업원교공1237명전직혹겸직전업교사진행측사,탐토심리계약리행대교사직업권태적영향작용궤제,즉정감승낙재기중적중개작용,이급직칭대상술관계적조절효응。결과표명：（1）정감승낙재심리계약리행대직업권태적영향관계중기료부분중개작용;（2）교사직칭대심리계약리행대직업권태적영향작용구유조절효과;사용총효응조절모형대정감승낙재심리계약리행대교사직업권태적중개효응급교사직칭적조절작용진행종합성분석,발현교사직칭주요재제일계단,즉심리계약리행대정감승낙적영향작용상조절효과현저。당교사적직칭교저시,상술관계급효응야월강。
The initial aim of this study is to explore the mediating role of affective commitment played in the relationship between psychological contract fulfillment and job burnout, and to examine the moderating role of professional title. By using cluster sampling method, a total of 1,237 professional teachers （full-time or part-time） worked in 36 vocational and technical education institutions from 14 provinces and cities in China were sampled. Hierarchical Regression Modeling （HRM） and Total Effect Moderation Model with bootstrap methods were adapted to test the hypotheses. The results showed in the study implicate that： （1） affeetive commitment mediates the relationship between psychological contract fulfillment and job burnout; （2） professional title has significant effect on the relationship between psychological contract fulfillment and job burnout, suggesting that the negative effect of psychological contract fulfillment on job burnout was stronger for low-professional title teachers; results of the integrative analysis of moderation and mediation show that the professional title have significant effect on the positive relationship between psychological contract fulfillment and affeetive commitment. However, the moderating effect was not significant in the second stage of the mediating process. The results thereof lead to the conclusion of this study that the affeetive commitment and job burnout has a negative correlation, regardless of their professional title.
