挑战性-阻碍性科研压力对知识分享行为的影响:科研角色认同的中介作用

Impact of Challenge-Hindrance Scientific Stress on Knowledge Sharing Behavior

目的:探讨研究生挑战性-阻碍性科研压力对知识分享行为的影响,以及科研角色认同的中介效应。方法:采用挑战性-阻碍性科研压力、科研角色认同与知识分享行为问卷对207名研究生进行测量。结果:(1)挑战性科研压力对科研角色认同和知识分享行为均具有显著正向影响,科研角色认同起完全中介作用;(2)阻碍性科研压力对科研角色认同和知识分享行为均具有显著负向影响,科研角色认同起完全中介作用。结论:挑战性科研压力可以促进研究生的知识分享行为,而阻碍性科研压力的作用则相反,并且这两种影响均是通过科研角色认同的完全中介作用实现的。

Objective： To explore the impact of challenge-hindrance scientific stressor on knowledge sharing behavior, and the mediating effect of scientific role identification. Methods： 207 postgraduate students completed the questionnaire survey. Results： （1）The challenge scientific stress had a significant positive influence on the scientific role identification and knowledge sharing behavior, and the scientific role identification played a full mediating role. （2）The hindrance scientific stress had a significant negative influence on the scientific role identification and knowledge sharing behavior, and the scientific role identification also played a full mediating role. Conclusion： Challenge scientific stress can promote the knowledge sharing behavior of postgraduate students, while hindrance scientific stress has the opposite effect that both are accomplished by full the mediating effect of scientific role identification.