开放大学教师心理资本对工作投入的影响:控制感和工作不安全感的多重中介效应

The Impact of Teachers’ Psychological Capital on Job Input in Open University: Multiple Mediating Effects of Control Sense and Job Insecurity

目的:探讨开放大学教师心理资本对工作投入的影响以及控制感和工作不安全感的多重中介作用。采用心理资本量表、控制感量表、工作不安全感量表、工作投入量表对教师进行匿名测试。结果:心理资本对工作投入有显著预测作用,控制感和不安全感在心理资本和工作投入之间具有部分中介作用,不安全感在控制感和工作投入之间有完全中介作用。心理资本通过控制感、不安全感对工作投入的间接作用显著,控制感通过不安全感对工作投入的间接作用显著。结论:控制感、不安全感在心理资本对工作投入的影响中起部分中介作用,心理资本既可以直接影响工作投入,也可以通过控制感和工作不安全感间接影响工作投入。开放大学在学校管理过程中,一方面要提高教师的心理资本,另一方面必须采取各种策略提升教师的自主权和工作的主动权,让教师的自我控制感增强,提高教师的工作安全感,从而促进工作投入。

The objective of this study is to explore the influence of psychological capital on job engagement, and the multiple mediating effects of control sense and job insecurity among teachers in Open University, by adopting psychological capital scale, sense of control scale, job insecurity scale and job involvement scale for an anonymous test.The results indicate that 1) psychological capital has a significant predictive effect on job involvement;2)sense of control and insecurity have a partial mediating effect between psychological capital and job involvement;3) sense of insecurity has a complete mediating effect between sense of control and job involvement;4) psychological capital has a significant indirect effect on job engagement through sense of control and insecurity, while sense of control has a significant indirect effect on job engagement through sense of insecurity.The conclusion is thus made: 1) sense of control and insecurity play a mediating role in the impact of psychological capital on work engagement;2) psychological capital can directly affect work engagement, but also indirectly affect work engagement through sense of control and job insecurity.In view of such, suggestions are put forward that in the process of school management in open university: 1) we should, on the one hand, improve teachers’ psychological capital, and on the other hand, adopt various strategies to enhance teachers’ autonomy and work initiative, so as to enhance teachers’ sense of self-control, strengthen teachers’ sense of job security, and thus promote work engagement.