未采纳情境下高校教师后续建言的形成机理分析

The Influence Mechanism of the Superior Explanation Strategy on the Teacher’s Subsequent Voice Behavior after Voice Non-endorsement

建言未采纳被认为是制约高校教师后续建言行为的关键阻力,而现有文献对未采纳情境下教师后续建言的生成机理知之甚少。首先,基于自我调节理论构建“个体-上级”互动视角下高校教师建言行为演化的“诱发-应答-效能”过程框架。再结合计划行为理论,构建建言未采纳情境下上级解释充分性与高校教师后续建言行为的关系模型,并考察建言态度、控制感和主观规范在这一关系中的传导作用。研究结果表明:上级解释具体性、敏感性均会正向影响高校教师后续建言行为,这两种解释策略通过心理安全感、建言效能感和管理开放性感知进一步影响教师后续建言行为。研究结论加深了未采纳情境下高校教师建言行为演化趋势及其前因机制的理解,为解决“高校教师建言何以可持续”的实践难题提供有效参考。

Non-endorsement of voice behavior is considered to be the key obstacle to the teacher’s subsequent voice behavior in colleges and universities.However,The existing literature has little understanding of the mechanism of the teachers’subsequent voice behavior after voice non-endorsement.First,based on the Self-regulation theory,this study constructs a process framework of“initial elicitation-response interactions-subsequent reflection”on the dynamic evolution of teachers’voice behavior from the perspective of“individual-superior”interaction.Furthermore,combined with the Theory of Planned Behavior,a model of the relationship between superior explanation adequacy and teachers’subsequent voice behavior after voice non-endorsement is constructed,and the conduction effect of attitude toward the voice behavior,perceived voice behavior control and subjective norms of voice behavior on this relationship is investigated.The study finds that(:1)Both the specificity and sensitivity of superior explanations positively affect teachers’subsequent voice behavior.(2)Both the specificity and sensitivity of superior explanations can further influence teachers’subsequent voice behavior through the mediating effects of psychological security,voice behavior efficacy and management openness perception.The research conclusion is expected to supplement the theoretical knowledge of the mechanism of reflection and adjustment of college teachers’voice behavior under adverse circumstances,and provide an effective reference for solving the practical problem of“How can college teachers’voice behavior be sustainable”.