高校教师激励结构模型及激励效果群体差异研究
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摘要
激励理论已得到研究者的深入探讨并取得丰富成果,而作为一个特殊的群体,如何对高校教师进行激励也一直是理论界和实务界的关注重点。整理外在激励和内在激励的诸多要素,可得到包含外在激励和内在激励两方面的高校教师结构模型,用该模型对不同类型高校教师的调查问卷进行分析发现:高校教师外在激励结构主要包含薪酬激励、考核激励和晋升激励,而内在激励结构主要包含创新激励、成就激励和社交激励;而高校教师基于个人、职位、教育和学校背景等诸多特征的激励水平差异显著。
While researchers have discussed motivation theories in depth and achieved fruitful results in this field,giving motivations to university teachers,who are a special group in society,is always paid attention in both academic and practical circles. After collecting the factors that affect extrinsic motivation and intrinsic motivation,we build a structure model of college teachers and apply it to analyze the survey results we have done on different university teachers. We have found that the extrinsic motivations that affect university teachers include salary motivation,assessment motivation and promotion motivation,while the intrinsic motivations include innovation motivation,achievement motivation and social motivation. We have also found that there are significant differences among university teachers with different positions,personal backgrounds,or education backgrounds as to be effected by aforementioned motivations.
While researchers have discussed motivation theories in depth and achieved fruitful results in this field,giving motivations to university teachers,who are a special group in society,is always paid attention in both academic and practical circles. After collecting the factors that affect extrinsic motivation and intrinsic motivation,we build a structure model of college teachers and apply it to analyze the survey results we have done on different university teachers. We have found that the extrinsic motivations that affect university teachers include salary motivation,assessment motivation and promotion motivation,while the intrinsic motivations include innovation motivation,achievement motivation and social motivation. We have also found that there are significant differences among university teachers with different positions,personal backgrounds,or education backgrounds as to be effected by aforementioned motivations.
引文
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[16]邹静.激励理论与其综合模型的新发展[J].应用心理学,1994,(5):37-44.
[17]Heider F. The Psychology of Interpersonal Relations[M]. New York:Wiley,1958:42-51.
[18]Heider F. Social Perception and Phenomenal Causality[J]. Psychological Review,1944,51(6):358-374.
[19]Weiner B. An Attributional Model of Motivation and Emotion[M]. New York:Springer-Verlag,1986:215-222.
[20]Weiner B. Excuses in Everyday Interaction[M]. New Jersey:Lawrence Erlbaum Associates,1992:131-146.
[21]弗雷德里克·赫茨伯格.再谈如何激励员工[M].沈治云,译.天津:天津科技出版社,1984:46-58
[22]高允奔.浅谈高校教师的激励机制[J].江苏高教,2001,(6):103-105.
[23]程正方.现代管理心理学[M].北京:北京师范大学出版社,2004:26-40.
[24]章凯.激励理论新解[J].科学管理研究,2003,(2):89-92.
[25]李良俊.高校创新团队激励及其对绩效的影响研究[D].武汉:武汉大学经济与管理学院,2009:79-120.
[26]刘宇文,张鑫鑫.从外部激励走向内部激励:高校教师科研创新的动力转型研究[J].湖南师范大学(教育科学学报),2010,(1):16-20.
[27]金辉.内外生激励,知识属性与组织内知识共享治理研究[D].南京:南京大学经济学院,2013:69-77.
[28]陈兴明,牛风蕊.基于绩效机制的高校二级学院办学效益评价研究[J].西南交通大学学报(社会科学版),2016,(11):87-91.
[2]Jones E E,Davis K. From Acts to Disposition:The Attribution Process in Person Perception[J]. Advances in Experimental Social Psychology,1965,(2):219-266.
[3]Jones E E,Harris V A. The Attribution of Attitudes[J]. Journal of Experimental Social Psychology,1967,(3):1-24.
[4]Gibson J L,Ivancevich J M,Donnelly J H. Organizations:Behavior,Structure,Processes[M]. Boston:Irwin,1994:42-45.
[5]Davis K. Human Relations at Work:The Dynamics of Organizational Behavior[M]. New York:McGraw-Hill,1972:42-48.
[6]Rakich. Managing Health Services Organizations[M]. Baltimore:Health Professions Press,1992:499.
[7]陈天祥,王国颖.人力资源管理[M].广州:中山大学出版社,2005:36-42.
[8]洪自强,王重鸣.工作情景中差错概念与差错取向因素分析[J].心理科学. 2000,23(5):542-546.
[9]Gary Dessler. Winning Commitment. How to Build and Keep a Competitive Workforce[M]. New York:Mo Graw-Hill,1993:346-360.
[10]史蒂夫·P·罗宾斯.组织行为学精要[M].郑晓明,译.北京:中国人民大学出版社,2004:203-260.
[11]Deci E L. Effects of Externally Mediated Rewards on Intrinsic Motivation[J]. Journal of Personality and Social Psychology,1971,18(1):105-115.
[12]Deci E L,Ryan R M. The General Causality Orientations Scale:Self-determination in Personality[J]. Journal of Research in Personality,1985,19(2):109-134.
[13]Deci E L,Ryan R M. The Support of Autonomy and the Control of Behavior[J]. Journal of Personality and Social Psychology,1987,53(6):1024-1037.
[14]Deci E L,Koestner R,Ryan R M. A Meta-analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation[J]. Psychological Bulletin,1999,125(6):627-668.
[15]Marcus Lee. Employee Motivation[J]. Academy of Management Review,2007,(2):32-35.
[16]邹静.激励理论与其综合模型的新发展[J].应用心理学,1994,(5):37-44.
[17]Heider F. The Psychology of Interpersonal Relations[M]. New York:Wiley,1958:42-51.
[18]Heider F. Social Perception and Phenomenal Causality[J]. Psychological Review,1944,51(6):358-374.
[19]Weiner B. An Attributional Model of Motivation and Emotion[M]. New York:Springer-Verlag,1986:215-222.
[20]Weiner B. Excuses in Everyday Interaction[M]. New Jersey:Lawrence Erlbaum Associates,1992:131-146.
[21]弗雷德里克·赫茨伯格.再谈如何激励员工[M].沈治云,译.天津:天津科技出版社,1984:46-58
[22]高允奔.浅谈高校教师的激励机制[J].江苏高教,2001,(6):103-105.
[23]程正方.现代管理心理学[M].北京:北京师范大学出版社,2004:26-40.
[24]章凯.激励理论新解[J].科学管理研究,2003,(2):89-92.
[25]李良俊.高校创新团队激励及其对绩效的影响研究[D].武汉:武汉大学经济与管理学院,2009:79-120.
[26]刘宇文,张鑫鑫.从外部激励走向内部激励:高校教师科研创新的动力转型研究[J].湖南师范大学(教育科学学报),2010,(1):16-20.
[27]金辉.内外生激励,知识属性与组织内知识共享治理研究[D].南京:南京大学经济学院,2013:69-77.
[28]陈兴明,牛风蕊.基于绩效机制的高校二级学院办学效益评价研究[J].西南交通大学学报(社会科学版),2016,(11):87-91.