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文章通过构建高校教师离职倾向影响因素模型,探讨了职业压力、绩效考核、工作满意度以及组织承诺对离职倾向的影响关系。采用Amos21.0对模型进行验证,结果表明:职业压力和绩效考核影响工作满意度的路径系数为0.930和-0.077;工作满意度影响组织承诺的路径系数为0.895;组织承诺间接影响离职倾向的路径系数为-0.569;工作满意度是职业压力和绩效考核影响离职倾向的中介变量。据此提出了三点建议,为高校有效降低教师流失率提供了可靠依据。 相似文献
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向倩雯 《四川教育学院学报》2007,23(1):101-103
通过在成都、广州、深圳一些企业的实证研究,探讨组织承诺、工作满意度与关系绩效之间的关系,发现组织承诺三维度、工作满意度五维度与关系绩效两维度之间几乎都具有非常显著的相关关系;但是将工作满意度和组织承诺作为关系绩效的预测变量时,发现二者的因果关系非常不显著,因此推测工作满意度、组织承诺可能是关系绩效的前因中介变量或者调节变量。 相似文献
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王顺江 《福建师范大学学报(哲学社会科学版)》2011,(5)
本文研究在售后服务领域心理授权对离职意向的作用并识别中间的中介变量.通过对198个样本的一线售后服务员工的调查得到以下发现:胜任能力和工作意义对减少离职意向的作用非常显著,其中胜任能力主要通过提高组织承诺进而影响离职意向,工作意义对离职意向的作用主要通过组织情感承诺和减少情绪衰竭而实现,其中前者的中介作用更为显著.同时,心理授权中的感知影响力还会增加情绪衰竭.组织承诺和情绪衰竭对离职意向的直接影响都非常显著. 相似文献
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教师是教育发展的第一资源。完善、科学的激励制度能激发教师工作活力,推动高质量教师队伍的建设。本文采用问卷法,从北京市某区的小学中抽取723位教师作为样本,调查教师激励与工作满意度、组织承诺之间的关系。通过分析发现:总体上教师工作满意度水平中等,组织承诺水平中等偏下,其中持续承诺水平最低。不同性别、年龄、教龄、学校类型、学校规模的教师工作满意度、组织承诺水平存在差异。此外,教师激励对组织承诺有正向影响,与工作满意度显著正相关,且工作满意度在教师激励对组织承诺的影响中起到中介的作用。 相似文献
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采用心理资本、工作满意度、组织承诺、离职意向问卷为测量工具,对426名中小学教师进行问卷调查,探讨了心理资本、工作满意度、组织承诺与离职意向的关系.结构方程模型表明:心理资本对离职意向的直接作用不显著(C.R.=-0.883,P=0.337),心理资本主要通过工作满意度与组织承诺的中介作用影响离职意向;优势分析进一步表明,预测离职意向时,心理资本仅贡献了已解释方差的11.16%,组织承诺相对来说最为重要,贡献了51.07%,工作满意度贡献了37.77%.因此,心理资本对离职意向的预测效应是通过生活满意度和组织承诺的中介来实现的. 相似文献
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高校教师工作价值观与组织承诺等相关变量的关系研究 总被引：1，自引：0，他引：1
吕剑辉 《深圳信息职业技术学院学报》2010,8(3):44-49,75
本文运用相关分析、方差分析的方法,探讨了人口学变量（性别、年龄、职称和高校类型）对教师工作价值观的影响。同时运用结构方程建模的方法,利用自编的教师工作价值观量表和其他标准化量表考察了工作价值观与组织承诺、工作满意度、工作绩效、离职倾向的关系。结果显示,工作价值观能直接影响组织承诺的相关维度,也能直接提高教师的工作满意度,组织承诺能有效提高工作满意度,组织承诺和工作满意度又能显著降低离职倾向。 相似文献
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We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science performance. Two mediation models were fitted, one using subdomain scores of science as manifest dependent variables and one in which these scores are indicators of a latent science performance variable. The change in the latent science variable was fully mediated by SEAS, but this model did not explain changes in earth science performance, which increased more than the other subdomains. In the model with subdomain scores as manifest dependent variables, SEAS mediated the increased performance of all 4 subdomains of science. SAFE did not explain increased science performance but did have a positive impact on SEAS. 相似文献
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ABSTRACTA multilevel framework was applied to investigate the effects of teacher characteristics, school environment, and district level HRM practices on teacher commitment. Drawing on the results from a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, four forms of teacher commitment (commitment to school, to students, to teaching, and to community) were tested, which provided empirical evidence to further the development of teacher commitment as a multi-foci construct. The results of the three-level model revealed differentiating effects of some individual and organisational variables on different forms of teacher commitment and highlighted that nationality, multiple interpersonal support, and collegial relationships were the most consistent and strong variables to predict teacher commitment. This study suggested that the social and interpersonal environment of school played a significant role in influencing teacher commitment. Results were discussed in relation to improving the commitment of teachers in the empirical context of Abu Dhabi public schools. 相似文献
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《The Journal of educational research》2012,105(1):40-52
ABSTRACT In the present study the effects of a cooperative leadership team, distributed leadership, participative decision-making, and context variables on teachers’ organizational commitment are investigated. Multilevel analyses on data from 1522 teachers indicated that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. The analyses revealed that especially the presence of a cooperative leadership team and the amount of leadership support played a significantly positive key role in predicting teachers’ organizational commitment. Also, participative decision-making and distribution of the supportive leadership function had a significant positive impact on teachers’ organizational commitment. In contrast, distribution of the supervisory leadership function and teachers’ job experience had a significant negative impact. 相似文献
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John B. Biggs 《教育心理学》1984,4(1):21-39
This paper describes a mediational model for conceptualising the relationship between individual differences and academic achievement and presents the results of a study concerning some predictions of that model. According to this model, intervening or mediating variables mediate between stable personological traits (e.g. mental abilities) and task performance. Mediating variables are thus transitory and situation‐specific to some degree, and in academic tasks, are represented by the learning process complex, which consists of motives and strategies for learning. The mediational model predicts that students’ information processing abilities will help determine the number and the nature of learning processes differentiated within the learning process complex. Results conform to the model's predictions, indicating that (1) as students’ processing abilities increase, they show greater learning process differentiation and (2) for students intermediate in differentiation, the learning processes that do emerge are dependent upon which processing abilities they possess. These results are discussed with respect to their implication for the mediation model and for strategy instruction. 相似文献
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This paper describes a mediational model for conceptualising the relationship between individual differences and academic achievement and presents the results of a study concerning some predictions of that model. According to this model, intervening or mediating variables mediate between stable personological traits (e.g. mental abilities) and task performance. Mediating variables are thus transitory and situation‐specific to some degree, and in academic tasks, are represented by the learning process complex, which consists of motives and strategies for learning. The mediational model predicts that students’ information processing abilities will help determine the number and the nature of learning processes differentiated within the learning process complex. Results conform to the model's predictions, indicating that (1) as students’ processing abilities increase, they show greater learning process differentiation and (2) for students intermediate in differentiation, the learning processes that do emerge are dependent upon which processing abilities they possess. These results are discussed with respect to their implication for the mediation model and for strategy instruction. 相似文献
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Stephan Kröner 《Zeitschrift für Erziehungswissenschaft》2013,16(3):233-256
What motivates adolescents to cultural participation? This question is important for the discourse on aesthetic education, in which cultural participation is regarded as contributing to the development of adolescents’ personality, values, and competencies. However, research on this issue suffers from fragmentation. Unconnected research on cultural participation from the sociology, cultural education, and differential psychology literature are reviewed, and it is shown how they may be supplemented using the theory of planned behaviour and integrated in a single theoretical framework. This framework centers on cultural participation as a field of person-environment transaction. Participation is regarded as being determined by both person and environmental variables and has the potential of changing these variables. On both its person and its environment sides, the model contains domain-specific determinants that mediate effects of the domain-general variables on which research on cultural participation has focused up to now. An overview of own empirical research related to the model is given and avenues for future research on cultural participation are discussed. 相似文献
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Xiaoxi DONG Lilia C. DIBELLO Mehmet TÜREGÜN Ruth A. BAN 《Frontiers of Education in China》2020,15(3):403
College students experience great stress due to many factors, such as an uncertain future, academic responsibilities, and pressures imposed by social communication. Many institutions of higher education are focusing on how to mediate stressful situations and increase the subjective well-being (SWB) of students to sustain a lifestyle focused on wellness. The online survey used for this study focused on testing an exploratory SWB model by implementing partial least squares structural equation modeling (PLS-SEM) techniques. The participants were 470 college-aged students enrolled in seven different institutions in six cities across China. Findings yielded a good model fit (the Standardized Root Mean Squared Residual [SRMR] = .054) with the validity of manifest variables, reliability of the latent variables (LVs), and overall SWB model indicating moderate predictiveness (GoF R2 = .476) by the LVs. Additionally, all of the direct path coefficients and indirect path coefficients that consisted of four partial mediators and one full mediator yielded statistically significant results via bootstrapping. Furthermore, path coefficients for utilization of emotion to life satisfaction for the cognitive exercise group were significantly higher than for the non-cognitive exercise group. The findings illustrated a good model fit for an exploratory SWB model that can predict an individual’s SWB, and cognitive and non-cognitive exercises had different effects on the individuals’ SWB. 相似文献
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The present study reports on a study conducted with 377 Australian students enrolled in grades 9 through 12. The Australian version of the Career Development Inventory (CDI-A; Lokan, 1984) and a work commitment measure modified for the Australian context (Rowley & Feather, 1987) were administered. Analyses were conducted with the four subscales of the CDI-A as the dependent measures, and two levels of work commitment (high/low), four levels of age (14–17) and gender (female/male) as the independent variables. Work commitment was moderately correlated with all subscales of the CDI-A. Gender differences were evident on work commitment and career maturity. A striking finding was the strong relationship between work commitment and the knowledge component of career maturity for females. Findings are discussed in the context of changing educational and labour market opportunities and the role of education programs in career maturity development. 相似文献
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Vanessa A. Völlinger Nadine Spörer Dirk Lubbe Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745
This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements. 相似文献
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Margaret A. Neale Gregory B. Northcraft Karen A. Jehn 《Performance Improvement Quarterly》1999,12(1):113-126
ABSTRACT : This paper describes a model that explores the critical roles of three group composition factors (social category diversity, value diversity, and informational diversity) and two moderating variables (task type and task interdependence) on work group performance and morale. The three types of diversity are proposed to exhibit both main effects and interaction effects (interacting both with each other and with task type and task interdependence) on work group performance and morale. Relationship and task conflict are proposed to mediate many of these effects. Empirical evidence for these relationships and their implications for those wishing to manage a diverse workforce are discussed. 相似文献