University Teachers' Professional Psychological Capital and Job Performance: Mediating Effect of Social Support

Abstract

Abstract: With“University Teachers' Professional Psychological Capital Scale”,“Job Performance Scale”and“Social Support Scale”, questionnaires were conducted among 718 teachers from 8 universities. Through descriptive statistical analysis, regression analysis and structural equation techniques, we explored and verified the effects of social support on professional psychological capital and its dimensions with job performance. Then we analyzed model's relationship among the social support, professional psychological capital and job performance in theoretical framework and the mediation effect. we find that there are significant correlations of the dimensions of university teachers' professional psychological capital and social support with job performance; University teachers' professional psychological capital and it's dimensions have positive direct effects on job performance; The mediating effects of social support that professional psychological capital and it's dimensions influence on job performance are also significant. This indicates that the professional psychological capital and it's various dimensions have not only a direct impact on job performance, but also an indirect impact on job performance through social support. Therefore, college administrators should manage to improve university teachers' professional psychological capital and establish a good internal and external social support system that can form good incentive effect so as to accomplish the common development on teachers and universities.

Key words: university teachers, professional psychological capital, job performance, social support

摘要： 用“高校教师职业心理资本量表”、“工作绩效量表”及“社会支持问卷”对来自全国8所高校的718名高校教师进行问卷调查。通过描述性分析、回归及结构方程模型等实证统计方法，深入分析了社会支持、职业心理资本与工作绩效关系模型的理论架构，探究了社会支持在职业心理资本对工作绩效影响的中介模型效应的内在作用机制。研究发现，社会支持、职业心理资本、工作绩效及其各维度之间均存在显著的相关；职业心理资本及其各维度对工作绩效的主效应非常显著；社会支持在职业心理资本及其各维度与工作绩效间的中介效应也均显著。这表明高校教师职业心理资本及各维度对工作绩效不但起着直接的影响作用，而且通过社会支持工作绩效产生了间接的影响。因此，提升高校教师的职业心理资本，建立良好的内、外社会支持系统对提升工作绩效都会形成良好的激励效果，从而实现教师和高校的共同发展。

关键词: 高校教师, 职业心理资本, 工作绩效, 社会支持

CLC Number:

G443

Li Li, Zheng Zhiguo, Liao Xiaoming. University Teachers' Professional Psychological Capital and Job Performance: Mediating Effect of Social Support[J]. Studies of Psychology and Behavior, 2016, 14(6): 802-810.

李力,郑治国,廖晓明. 高校教师职业心理资本与工作绩效：社会支持的中介效应^*[J]. 心理与行为研究, 2016, 14(6): 802-810.

References

范梅, 曾宝成, 李君丽.(2006). 高校教师管理存在的问题与对策探讨. 现代大学教育,(3), 159-161．
柯江林, 孙健敏, 石金涛, 顾琴轩.(2010). 人力资本社会资本与心理资本对工作绩效的影响总效应效应差异及调节因素. 管理工程学报, (4), 29-36．
柯江林, 孙健敏, 韩瑛.(2014). 大学生心理资本对求职绩效的影响: 积极求职行为的中介效应. 心理学探新, (5), 468-473．
李力, 郑治国, 廖晓明.(2015). 高校教师职业心理资本结构的实证研究. 心理学探新, (6), 534-540．
李力, 郑治国.(2015). 社会支持、职业心理资本与工作绩效间的调节. 江西社会科学, (11), 225-230．
孙裕如.(2013). 企业员工心理资本与工作绩效的关系: 职业延迟满足的中介作用. 硕士论文, 安徽芜湖: 安徽师范大学.
温磊, 七十三．(2009). 企业员工心理资本干预的实验研究. 中国健康心理学杂志, 17(6), 672－675．
夏芸.(2012). 公务员心理资本、工作倦怠与工作绩效关系研究. 硕士论文, 陕西西安: 西北大学.
徐莺.(2009). 人力资源管理视野中的心理资本初探. 企业导报,(3), 161-162．
曾练武.(2010). 高校教师人力资源绩效管理存在的问题与优化对策分析. 现代大学教育,(3), 107-109．
张西超, 胡婧, 宋继东等.(2014). 小学教师心理资本与主观幸福感的关系: 职业压力的中介作用. 心理发展与教育,(2), 200-207．
郑国娟.(2008). 管理背景下心理资本的嵌入. 经济管理,(15), 6-10.
Avey, J． B., Luthans, F., & Jensen, S. M.(2009). Psychological capital: A positive resource for combating employee stress and turnover． Human Resource Management, 48(5), 677-693．
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．
Horowita, L. M., Krasnoperova, E. N., Tatar, D. G., Hansen, M. B., Person, E. A., Galvin, K. L., et al.(2001). The way to console may depend on the goal: Experimental studies of social support. Journal of Experimental Social Psychology, 37(1), 49-61.
Luthans, F., Youssef, C. M., & Avolio, B. J.(2007). Psychological capital: Developing the Human Competitive Edge. New York: Oxford University Press．
Luthans, F., & Youssef, C. M.(2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage． Organizational Dynamics, 33(2), 143-160．

[1]	YU Yibing, YU Jiawei, LI Yanru, DU Yizhan. Cross-Lagged Analysis of Perceived Family Support, Friend Support and Depressive Symptoms Among Children Left-Behind in Rural Areas [J]. Studies of Psychology and Behavior, 2022, 20(4): 472-478.
[2]	BAO Xuhui, HUANG Jie, LI Na, LI Jianjun, LI Yahong. The Influence of Proactive Personality on Learning Engagement: The Chain Mediating Effect of Perceived Social Support and Positive Emotions [J]. Studies of Psychology and Behavior, 2022, 20(4): 508-514.
[3]	ZENG Lianping, ZENG Xiaoye, HUANG Yafu, ZHAO Shouying. The Effects of Perceived Social Support on Job Performance Among Primary and Middle School Teachers: A Moderated Mediating Model [J]. Studies of Psychology and Behavior, 2022, 20(3): 404-411.
[4]	ZHANG Lin, HONG Xinwei, FAN Hang, CHEN Yanling, ZHAO Mingyu, ZHU Tingting, LIU Shen. Attachment Style and Defending Behaviors in Bullying Among Middle School Students: Chain Mediation Roles of Social Support and Bullying Coping Efficacy [J]. Studies of Psychology and Behavior, 2022, 20(2): 212-218.
[5]	JIANG Kun, LAN Zebo, SUN Xiaotong, DING Xiaohui, TAO Jiayu. The Influence of Social Support on Academic Self-Efficacy of Hearing-Impaired College Students: The Mediating Role of Psychological Resilience [J]. Studies of Psychology and Behavior, 2022, 20(1): 96-100.
[6]	YAO Chong, HUI Qi, WANG Yuan, XI Haisha, LUO Chaoliang. Research on the Relationship Between Social Support and Job Burnout of Government-Supported Normal Teachers [J]. Studies of Psychology and Behavior, 2021, 19(6): 816-823.
[7]	LIU Tuo, CHEN Xueming, LU Xurong, YANG Ying. The Influence of Positive Parenting Style on Coping Style of Middle School Students: The Mediating Role of Social Support and Self-Efficacy [J]. Studies of Psychology and Behavior, 2021, 19(4): 507-514.
[8]	WEI Lingzhen, LIU Yanling, LIU Chuanxing, LIN Jie, WANG Xu. The Effect of Family Cohesion on Mental Health of High School Students: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2021, 19(3): 361-367.
[9]	YAN Guangfen, JIANG Kun, LAN Zebo, DING Xiaohui. The Influence of Social Support on Adaptation of Hearing-Impaired College Students: Mediating Effect of Psychological Resilience [J]. Studies of Psychology and Behavior, 2021, 19(2): 252-257.
[10]	WANG Jiangyang, YU Ziyang, NIE Jiaxin. The Relationship Between Self-Stigma and Negative Emotions Among Orphan Students: The Multiple Mediational Effects of Explanatory Style and Perceived Social Support [J]. Studies of Psychology and Behavior, 2020, 18(6): 777-783.
[11]	WANG Xiaofeng, YAN Liangshi. Effect of Adversity Life Experience on Callous-Unemotional Traits of College Students: Moderated Mediating Effect [J]. Studies of Psychology and Behavior, 2020, 18(6): 846-853.
[12]	ZHANG-HE Yating, ZHANG Baoshan, JIN Dou, LIN Yao. Perceived Social Support Mediates the Effects of Residence Identification on Sense of Control in Older Adults: A Longitudinal Model [J]. Studies of Psychology and Behavior, 2020, 18(6): 854-860.
[13]	ZHANG Ye, HAN Xue, ZHANG Shanshan, WANG Kai. The Influence of Campus Exclusion on the Behavior of Externalization Problems of Junior Middle School Students: A Mediating Effect with Regulation [J]. Studies of Psychology and Behavior, 2020, 18(3): 354-360.
[14]	XU Wenming, YE Caixia, FANG Yeyi. The Effects of Early Cumulative Family Risk on Internalization Problems in Adolescents: A Dual Mechanism of Resilience [J]. Studies of Psychology and Behavior, 2020, 18(3): 361-368.
[15]	XIN Yong, BAI Ke, CHEN Xieping, ZHU Dianqing, LIU Chuanjun. The Effect of Social Support on Posttraumatic Growth of Adolescents: the Mediating Role of Resilience [J]. Studies of Psychology and Behavior, 2019, 17(6): 817-823.