摘要
基于社会支持的缓冲器模型和自我调节理论,本研究探讨了领悟社会支持对中小学教师工作绩效的作用机理。通过对510名中小学教师的调查与分析,结果表明:领悟社会支持与中小学教师工作绩效呈显著正相关;心理授权在领悟社会支持与工作绩效间起中介作用;未来工作自我清晰度调节了心理授权在领悟社会支持与工作绩效之间的中介作用。较之低未来工作自我清晰度的教师,中介效应在高未来工作自我清晰度教师中更显著。
Based on the social support buffering effect model and self-regulation theory,the purpose of the study was to explore the effect mechanism of perceived social support on middle school and elementary schoolteachers’job performance.A questionnaire survey was conducted among 510 middle school and elementary schoolteachers.The results showed that:1)perceived social support had a significant positive correlation with job performance;2)psychological empowerment mediated the effect of perceived social support on job performance;3)future work self-salience moderated the effect of psychological empowerment on job performance.The mediating effect was found to be more significant for middle school and elementary school teachers with a high level of future work self-salience than those with a low level of future work self-salience.
作者
曾练平
曾小叶
黄亚夫
赵守盈
ZENG Lianping;ZENG Xiaoye;HUANG Yafu;ZHAO Shouying(School of Psychology,Guizhou Normal University,Guiyang 550025;Institute of Psychological Intervention and Behavior Correction,Guizhou Normal University,Guiyang 550025)
出处
《心理与行为研究》
CSSCI
北大核心
2022年第3期404-411,共8页
Studies of Psychology and Behavior
基金
国家社会科学基金一般项目(18BSH062)。
关键词
领悟社会支持
心理授权
工作绩效
未来工作自我清晰度
perceived social support
psychological empowerment
job performance
future work self-salience.
