The Impact of Social Support on Rural Teachers′ Work Engagement From the Double Perspective of Work-Family Balance-A Multiple Mediation Model

Abstract

Abstract: The study explored the impact of social support on rural teachers' work engagement and the mediating role of work-family conflict and work-family facilitation. A total of 351 rural teachers were surveyed using the work-family balance scale, work engagement scale, and social support scale. The results showed that:1) Rural teachers' social support, work-family conflict, work-family facilitation and work engagement are significantly related to each other. 2) Social support influences the level of rural teachers' work engagement through the multiple mediation roles of work-family conflict and work-family facilitation. This indicates that social support can not only directly affect the work engagement of rural teachers, but also indirectly effect it through work-family balance.

Key words: work-family balance, work engagement, social support, rural teachers

摘要： 探讨社会支持对农村教师工作投入的影响及工作家庭冲突与工作家庭促进在二者之间的中介作用。采用工作家庭平衡量表、工作投入量表和社会支持量表对351名农村教师进行了调查。结果显示：（1）农村教师社会支持、工作家庭冲突、工作家庭促进与工作投入之间彼此显著相关；（2）社会支持通过工作家庭冲突和工作家庭促进的多重中介作用影响农村教师的工作投入水平。这表明社会支持不仅能直接影响农村教师工作投入度，也能间接地通过工作家庭平衡对其产生影响。

关键词: 工作家庭平衡, 工作投入, 社会支持, 农村教师

CLC Number:

G443

ZENG Lianping, HE Mingyuan, PAN Yun, ZHAO Shouying. The Impact of Social Support on Rural Teachers′ Work Engagement From the Double Perspective of Work-Family Balance-A Multiple Mediation Model[J]. Studies of Psychology and Behavior, 2018, 16(4): 518-524.

曾练平, 何明远, 潘运, 赵守盈. 工作家庭平衡双构面视角下社会支持对农村教师工作投入的影响：一个多重中介模型[J]. 心理与行为研究, 2018, 16(4): 518-524.

References

方杰, 温忠麟, 张敏强, 孙配贞. (2014). 基于结构方程模型的多重中介效应分析. 心理科学, 37(3), 735-741.
高中华, 赵晨. (2014). 工作家庭两不误为何这么难? 基于工作家庭边界理论的探讨. 心理学报, 46(4), 552-568.
李介. (2016). 农村教师自主发展的困境与策略研究. 中国教育学刊, (4), 6-10.
李永占. (2016). 幼儿教师社会支持、工作投入和心理健康关系. 中国职业医学, 43(3), 332-336.
刘锦涛, 周爱保. (2016). 心理资本对农村幼儿教师工作投入的影响:情绪调节自我效能感的中介作用. 中国临床心理学杂志, 24(6), 1069-1073.
马红宇, 申传刚, 杨璟, 唐汉瑛, 谢菊兰. (2014). 边界弹性与工作-家庭冲突、增益的关系:基于人-环境匹配的视角. 心理学报, 46(4), 540-551.
史茜, 舒晓兵, 罗玉越. (2010). 工作需求控制支持压力模型及实证研究评析. 心理科学进展, 18(4), 655-663.
孙德芳, 林正范. (2014). 农村教师的生存发展现状及政策建议. 教师教育研究, 26(6), 40-46.
王金霞, 王吉春, 张雪芬. (2016). 农村幼儿园女教师工作-家庭平衡及其与工作满意度的关系. 中国心理卫生杂志, 30(11), 876-880.
王晶, 吴明霞, 廖礼惠, 吴梅宝. (2010). 国外工作-家庭平衡研究的现状述评. 心理科学进展, 18(8), 1269-1276.
王永丽, 叶敏. (2011). 工作家庭平衡的结构验证及其因果分析. 管理评论, 23(11), 92-101.
温忠麟, 侯杰泰, 马什赫伯特. (2004). 结构方程模型检验:拟合指数与卡方准则. 心理学报, 36(2), 186-194.
谢义忠, 时勘. (2007). 工作属性、社会支持对电信员工工作家庭冲突的影响. 中国心理卫生杂志, 21(11), 773-776, 786.
于悦, 周明洁, 郭昫澄, 贺琼, 张建新. (2016). 国企员工工作-家庭平衡对工作投入及满意度的影响:人格的调节作用. 中国临床心理学杂志, 24(3), 504-508.
曾练平, 燕良轼. (2013). 中文版工作家庭平衡量表的信效度研究. 中国临床心理学杂志, 21(6), 988-991.
曾练平, 杨忠萍, 何明远, 黄世伍, 潘运. (2017). 中小学教师工作-家庭促进与工作态度:社会支持的调节作用. 贵州师范大学学报(自然科学版), 35(1), 103-108.
张轶文, 甘怡群. (2005). 中文版Utrecht工作投入量表(UWES)的信效度检验. 中国临床心理学杂志, 13(3), 268-270, 281.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
张永忠, 邓香兰, 李文虎. (2006). 经济欠发达地区农村初级中学教师心理健康现状调查分析. 中国健康心理学杂志, 14(1), 83-85.
赵燕, 张翔, 韦磐石. (2010). 民族地区中小学教师职业压力与心理健康关系. 中国公共卫生, 26(5), 568-569.
Allen, T. D., Herst, D. E., Bruck, C. S., & Sutton, M. (2000). Consequences associated with work-to-family conflict:A review and agenda for future research. Journal of Occupational Health Psychology, 5(2), 278-308.
Bakker, A. B., Demerouti, E., & ten Brummelhuis, L. L. (2012). Work engagement, performance, and active learning:The role of conscientiousness. Journal of Vocational Behavior, 80(2), 555-564.
Bal, P. M., de Cooman, R., & Mol, S. T. (2013). Dynamics of psychological contracts with work engagement and turnover intention:The influence of organizational tenure. European Journal of Work and Organizational Psychology, 22(1), 107-122.
Brough, P., & Kalliath, T. (2009). Work-family balance:Theoretical and empirical advancements. Journal of Organizational Behavior, 30(5), 581-585.
Caplan, R. D., Cobb, S., French Jr, J. R., van Harrison, R., & Pinneau Jr, S. R. (1975). Job demands and worker health:Main effects and occupational differences. Washington, DC:Hew Publication.
Carlson, D. S., Grzywacz, J. G., & Zivnuska, S. (2009). Is work-family balance more than conflict and enrichment? Human Relations; Studies Towards the Integration of the Social Sciences, 62(10), 1459.
Carlson, D. S., Kacmar, K. M., Zivnuska, S., & Ferguson, M. (2015). Do the benefits of family-to-work transitions come at too great a cost?. Journal of Occupational Health Psychology, 20(2), 161-171.
Culbertson, S. S., Mills, M. J., & Fullagar, C. J. (2012). Work engagement and work-family facilitation:Making homes happier through positive affective spillover. Human Relations, 65(9), 1155-1177.
Ernst Kossek, E., & Ozeki, C. (1998). Work-family conflict, policies, and the job-life satisfaction relationship:A review and directions for organizational behavior-human resources research. Journal of Applied Psychology, 83(2), 139-149.
Grzywacz, J. G., & Carlson, D. S. (2007). Conceptualizing work-family balance:Implications for practice and research. Advances in Developing Human Resources, 9(4), 455-471.
Grzywacz, J. G., & Marks, N. F. (2000). Reconceptualizing the work-family interface:An ecological perspective on the correlates of positive and negative spillover between work and family. Journal of Occupational Health Psychology, 5(1), 111-126.
Hayes, A. F. (2009). Beyond baron and kenny:Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420.
Jain, S., & Nair, S. K. (2013). Research on work-family balance:A review. Business Perspectives and Research, 2(1), 43-58.
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724.
Karatepe, O. M., & Karadas, G. (2016). Service employees' fit, work-family conflict, and work engagement. Journal of Services Marketing, 30(5), 554-566.
Marcinkus, W. C., Whelan-Berry, K. S., & Gordon, J. R. (2013). The relationship of social support to the work-family balance and work outcomes of midlife women. Women in Management Review, 22(2), 86-111.
Othman, N., & Nasurdin, A. M. (2013). Social support and work engagement:A study of malaysian nurses. Journal of Nursing Management, 21(8), 1083-1090.
Podsakoff, P. M., Mackenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research:A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Russo, M., Shteigman, A., & Carmeli, A. (2016). Workplace and family support and work-life balance:Implications for individual psychological availability and energy at work. Journal of Positive Psychology, 11(2), 173-188.
Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21, 600-619.
Schaufeli, W. B., Salanova, M., Gonzálezromá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout:A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.
Tsui, A. S., Ashford, S. J., Clair, L. S., & Xin, K. R. (1995). Dealing with discrepant expectations:Response strategies and managerial effectiveness. Academy of Management Journal, 38(6), 1515-1543.
Toyama, H., & Mauno, S. (2017). Associations of trait emotional intelligence with social support, work engagement, and creativity in japanese eldercare nurses. Japanese Psychological Research, 59(1), 14-25.

[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]	WANG Jiaying, YAO Meilin, LIU Hongrui. Relationships Among Teachers’ Achievement Goals, Self-Efficacy, Anxiety, and Work Engagement: Variable-Centered and Person-Centered Perspectives [J]. Studies of Psychology and Behavior, 2022, 20(1): 122-129.
[7]	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.
[8]	DOU Yunlai, SHEN Yimo. How Does Participative Leadership Impact on the Employees’ Performance? Moderated Mediating Effect [J]. Studies of Psychology and Behavior, 2021, 19(6): 845-852.
[9]	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.
[10]	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.
[11]	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.
[12]	WANG Gang, BAI Wei, WU Guolai. The Effects of Effort-Reward Imbalance on Turnover Intention Among Rural Teachers: A Moderated Mediating Model [J]. Studies of Psychology and Behavior, 2021, 19(1): 118-124.
[13]	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.
[14]	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.
[15]	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.