主动性人格与教师创新工作行为:心境与创新效能感的中介作用
详细信息 查看官网全文
- 英文论文题名：Proactive personality and teachers' innovative work behavior:The mediating effects of mood and creative self-efficacy
- 论文作者：李明军 ; 王振宏 ; 陈卿 ; 刘璐
- 英文论文作者：Li Mingjun ; Wang Zhenhong ; Chenqing ; Liu Lu ; School of Psychology ; Shaanxi Normal University ; Faculty of Education ; Shaanxi Xueqian Normal University
- 年：2015
- 作者机构：陕西师范大学心理学院;陕西学前师范学院教育系;
- 论文关键词：中小学教师 ; 主动性人格 ; 创新工作行为 ; 心境 ; 创新效能感
- 英文论文关键词：Primary and Middle School Teachers ; Proactive Personality ; Innovative Work Behavior ; Positive and Negative Moods ; Creativity Self-efficacy
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G443
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：766k
- 原文格式：D
- 会议级别：全国
摘要
教师创新工作行为是教师在学校教育教学中主动变革教学观念、积极设计与实施新颖的教育教学方案,并促进学生有创新表现的行为过程的集合。研究表明,教师创新工作行为不仅是衡量有效教学行为、评价教师工作绩效的核心指标和重要观测点,而且是培养创新型人才和促进学校持久发展的重要推动力。在众多影响教师创新工作行为的组织情境因素(组织要求、创新氛围、管理方式等)、个体因素(效能感、情绪情感等)、社会人口学因素(年龄、性别、工作经验等)中,人格特质因素一直在其中扮演着重要的角色。研究者发现高主动性的教师能够主动改变环境,识别有利机会,并采取一系列主动行为,是传达组织使命、发现并解决问题的先导者,在教学工作中易产生积极的创新工作行为。然而,目前研究却很少关注主动性人格对教师创新工作行为的影响机制。鉴于相关研究发现主动性人格与积极心境和创新效能感有正向预测作用,同时心境与创新效能感又与创新工作行为密切关联。基于此,本研究运用《主动性人格量表》、《正性负性情感量表》、《教学创新效能感量表》和《教师创新工作行为量表》对352名中小学教师进行测量,以检验心境与创新效能感在主动性人格与教师创新工作行为关系中的作用。研究发现:(1)主动性人格正向预测积极心境、创新效能感和教师创新工作行为,负向预测消极心境;积极心境和创新效能感与教师创新工作行为正相关显著,消极心境与创新工作行为负相关显著;(2)结构方程模型分析表明,积极心境和创新效能感在主动性人格与教师创新工作行为关系中的简单中介作用显著,消极心境的简单中介效应则不显著,积极心境—创新效能感以及消极消极—创新效能感的链式中介效应显著。
Teachers' innovative work behavior(IWB), which refers to a complex set of actions included change teaching ideas, design and implement novel plan, and promote innovation action for students in school education. It was not only an important indicator which evaluates the effective teaching behavior and performance, but also works as a driving force that direct to the cultivating of innovative talents and the school sustained development. Among the most powerful context factors(i.e., job demand, innovation climates), individual-level factors(i.e., self-efficacy, work affective) and social demographic factors(i.e., age, gender and experience) associated with IWB, personality traits have been identified as one of major antecedents. Previous studies have shown that people with proactive personalities tend to manipulate their environment and seek out better solutions to improve their performance. They are more likely to tap every opportunity to go beyond normal job expectations in comparison to passive one. All of these positive psychological qualities promote individuals display more IWB in the workplace. Although it is evident that proactive personality is positively associated with IWB, few studies have focused on the mediation mechanism underlying this relation. Due to previous studies have found that moods as well as creative self-efficacy were positively related to IWB, and proactive individual are more likely to be with a positive emotional experience and high level of creative self-efficacy. Thus, Proactive Personality Scale, Positive and Negative Affect Schedule, Teachers' Creativity Self-efficacy Scale, and Teachers' Innovative Work Behavior Scale were conducted to 352 primary and middle school teachers, in order to investigated the mediating effects of mood and creativity self-efficacy on the association between proactive personality and teachers' IWB. Results revealed that proactive personality was positively related to positive moods, creativity self-efficacy and teachers' IWB, and was negatively correlated to negative moods. In addition, positive moods as well as creativity self-efficacy was positively correlated with teachers' IWB, whereas negative moods suggests an inverse relationship. Structural equation modeling analysis showed that the relation between proactive personality and teachers' IWB was simple mediated by positive moods and creativity self-efficacy and sequentially mediated by positive moods–creativity self-efficacy and negative moods–creativity self-efficacy.
Teachers' innovative work behavior(IWB), which refers to a complex set of actions included change teaching ideas, design and implement novel plan, and promote innovation action for students in school education. It was not only an important indicator which evaluates the effective teaching behavior and performance, but also works as a driving force that direct to the cultivating of innovative talents and the school sustained development. Among the most powerful context factors(i.e., job demand, innovation climates), individual-level factors(i.e., self-efficacy, work affective) and social demographic factors(i.e., age, gender and experience) associated with IWB, personality traits have been identified as one of major antecedents. Previous studies have shown that people with proactive personalities tend to manipulate their environment and seek out better solutions to improve their performance. They are more likely to tap every opportunity to go beyond normal job expectations in comparison to passive one. All of these positive psychological qualities promote individuals display more IWB in the workplace. Although it is evident that proactive personality is positively associated with IWB, few studies have focused on the mediation mechanism underlying this relation. Due to previous studies have found that moods as well as creative self-efficacy were positively related to IWB, and proactive individual are more likely to be with a positive emotional experience and high level of creative self-efficacy. Thus, Proactive Personality Scale, Positive and Negative Affect Schedule, Teachers' Creativity Self-efficacy Scale, and Teachers' Innovative Work Behavior Scale were conducted to 352 primary and middle school teachers, in order to investigated the mediating effects of mood and creativity self-efficacy on the association between proactive personality and teachers' IWB. Results revealed that proactive personality was positively related to positive moods, creativity self-efficacy and teachers' IWB, and was negatively correlated to negative moods. In addition, positive moods as well as creativity self-efficacy was positively correlated with teachers' IWB, whereas negative moods suggests an inverse relationship. Structural equation modeling analysis showed that the relation between proactive personality and teachers' IWB was simple mediated by positive moods and creativity self-efficacy and sequentially mediated by positive moods–creativity self-efficacy and negative moods–creativity self-efficacy.
引文