我国高校教师“网文”创作行为的差异研究

The differences of Internet cultural work creation behaviors of Chinese teachers in institutions of higher learning

当前不少高校已把网络文化成果(简称"网文")纳入学术评价体系。然而,在相同的激励政策环境下,高校教师的"网文"创作行为却明显存在差异(可分为"从不创作""偶尔创作"和"经常创作"三种行为)。基于计划行为理论,对全国892名高校教师调查发现:对于那些经常创作"网文"的教师而言,起决定性作用的影响因素是个人的兴趣与责任、重要他人支持和自我效能感;传统学术文化、外在期望报酬、资源可控性,并不能解释教师的"网文"创作行为差异;外在风险感知对高校教师"网文"创作行为产生显著负向影响。

At present, many institutions of higher learning have incorporated the achievements of Internet cultural work(hereinafter referred to as “network text”) into the academic evaluation system. Under the same incentive policy environment, there are obvious differences in teachers’ creative behaviors of “network texting”, which could be divided into three types: “never create”, “occasionally create” and “often create”. Based on the theory of planned behavior, through the investigation of 892 teachers in institutions of higher learning in China, it is found that for those teachers who often create “network text”, the decisive factors are personal interest and responsibility, important others’ support and self-efficacy. Traditional academic culture, external expected reward and resource controllability can not explain the differences of teachers’ creative behaviors of “network texting”. External risk perception has a significant negative impact on the “network texting” of teachers in institutions of higher learning.