心理资本与高校青年教师职业认同的关系研究——论工作投入的中介作用

The Study on the Relationship between Psychological Capital and Young Teachers' Career Identity: the Mediating Role of Job Involvement

青年教师是高校教学科研一线的主力军,其职业认同状况决定了高校教学质量和人才培养的水平。以往有关职业认同的研究倾向于从个人知识增长、职业成长与晋升的角度来认识高校青年教师职业认同,且多涉及组织情境变量的影响,较少关注个体内在的自我积极调节力量。通过调研湖南、湖北、浙江、北京等8地区40所本科高校的635名青年教师,从工作投入的角度探索心理资本对教师职业认同的影响机制,结果表明:心理资本对青年教师职业认同有正向预测作用;工作投入在心理资本与职业认同之间具有部分中介效应;年龄对职业价值观、职业归属感、职业倾向行为等变量具有呈U形特征的正向影响;受教育程度、学校类型可以预测青年教师的职业认同的动态变化。

Young teachers are the main force of the teaching and research in colleges and universities, and their career identity determines the level of teaching quality and talent training. Previous studies on career identity tend to understand the college teacher career identity from personal knowledge growth, career growth and promotion perspective. It is more involved with the situational variables of organizations and pays less attention to the power of positive self-regulation. According to positive psychology, there are negative and positive forces in a person. When positive forces are nurtured and grown, negative aspects can be eliminated or suppressed. If we only help eliminate problems, the positive forces won't grow to achieve self-fulfillment. At the same time, there is a complementary relationship between psychology and behavior. When positive psychology of individuals is dominant, it will drive the corresponding positive behavior. On the other hand, the experience and emotions brought by positive behavior will further strengthen and improve this kind of positive psychology. Job involvement of young university teachers can not only make college teachers produce lasting and focused positive emotional experience and cognitive state, thus adjusting the mood, attitude and behavior, but also aff ecting their work performance, professional development and education quality in colleges and universities. According to the theory of psychological resources, psychological capital, as a stateful, malleable and exploitable positive mental energy, is a fundamental resource which can manage and adjust other resources for satisfactory outcome. People with high levels of psychological capital are willing to work hard and accept the challenge of work demands, showing high level of work input. When they deal with problems, they can flexibly "use diff erent abilities" to meet the dynamic requirements of work. Therefore, it can provides energy support for the work demand, reduce the job burnout, work with other resource synergy, work through adjustment and management resources and encourage individuals to produce a high level of job involvement to obtain satisfactory results. According to reinforcement theory, individuals tend to repeat this behavior when they feel the result of action is beneficial to him. Job involvement of young university teachers brings the teaching and scientific research production, which will let the young teachers have a sense to experience the joyful feeling and positive emotion and will gradually improve their professional identity. Furthermore, it will incline to continue their career. On the contrary, job involvement of young teachers will be further strengthened.Based on the above analysis, this study will build a conceptual model which uses the psychological capital as independent variable, uses professional identity as dependent variable and uses job involvement as intermediary variables to explore the young university teachers' psychological capital and the multiple effect of career identity. This study explore the influence mechanism of psychological capital on Teachers' occupation identity from the perspective of job involvement through investigating 635 young teachers in Hunan, Hubei, Zhejiang, Beijing and other eight regions. The result shows that psychological capital has a positive predictive effect on young teachers' career identity; job involvement has a partial mediating eff ect between psychological capital and career identity. There is U characteristics positive influences of age on occupational values, professional belonging, vocational inclination behavior and other variables. Level of education and type of school can predict the dynamic changes of career identity of young teachers.