变革型领导对工作场所员工学习的影响——员工情绪的中介作用和情绪智力的调节作用

The Effect of Transformational Leadership on Employee Learning in the Workplace——The Mediation of High-activated Positive Emotion and Moderation of Emotional Intelligence

本文建立在情绪事件理论(affective events theory)及扩大和建立理论(broaden and build theory)的基础上,从员工情绪的视角,探讨了变革型领导促进工作场所中员工学习的过程机制和边界条件。通过两个研究对假设模型进行实证检验,研究一在不同的时间点对变量进行测量,采用92名企业员工的时间间隔数据;研究二扩大了样本来源,采用356名来自不同企业员工的截面数据。研究结果得出:变革型领导行为通过高激发积极情绪的部分中介作用,影响工作场所员工学习;员工的情绪智力对变革型领导与高激发积极情绪的关系起到调节作用,对于情绪智力较高的员工,变革型领导行为对高激发积极情绪的促进作用更为明显;员工情绪智力对高激发积极情绪与员工学习的关系起到调节作用,对于情绪智力较高的员工,高激发积极情绪对员工学习的促进作用更为明显。基于研究结果,本文进一步提出了相应的理论贡献和实践意义。

Based on affective events theory and Broaden-and-Build Theory and taking consideration of emotional factors this study discusses how transformational leadership behaviors encourage employees to learn in the workplace. This study proposes and tests a mediated moderation model of employee learning in the workplace in which high-activated positive emotion works as a mediator between transformational leadership and employee learning in the workplace and emotional intelligence moderates the relationship between transformational leadership and high-activated positive emotion, and the relationship between high-activated positive emotion and employee learning. Across two field studies, two-wave data with 92 samples are gathered in study 1 and 356 employees in the workplace are gathered for the empirical analyses in study 2. The results verify our hypotheses. Transformational leadership has an indirect effect on employee learning through the mediation of high-activated positive emotion. Emotional intelligence interacts with transformational leadership to affect high-activated positive emotion, and the moderation effect of emotional intelligence on the relationship between high-activated positive emotion and employ learning is supported in study 2. Additionally, theoretical and practical implications are also discussed.