技术压力,学术自我效率和对创新的抵抗:缓冲知识的角色 分享文化和建设性的偏离行为
1College of Educational Science, Nanyang Normal University, Nanyang, 473061, People's Republic of China.
Psychology research and behavior management
|September 25, 2023
概括
技术压力损害了学生的学术自我效能,增加了对创新的抵抗力. 建设性的偏离行为和知识共享文化可以缓冲这些负面影响,促进创新采用.
科学领域:
- 教育心理学教育心理学
- 信息系统信息系统信息系统
- 组织行为 组织行为
背景情况:
- 现有的研究表明,技术压力与性能之间存在负面关系.
- 将技术压力与创新阻力联系在一起的因果机制需要进一步的实证研究.
- 社会认知理论为理解这些关系提供了一个框架.
研究的目的:
- 研究学术自我效能在技术压力和大学生对创新的抵抗之间关系中的调解作用.
- 检查建设性偏差行为和知识共享文化对技术压力与创新阻力联系的缓解效应.
- 探索创新作为突出目标对这些动态的影响.
主要方法:
- 对412名中国大学生进行了定量研究.
- 一个由社会认知理论指导的结构模型被评估.
- 使用统计分析来检查假设的关系和缓解效应.
主要成果:
- 发现Technostress显著降低了学生的学术自我效能.
- 减少自我效能,反过来,增加了学生对创新的抵抗力.
- 建设性的偏离行为和知识共享文化显著缓解了技术压力的直接和间接影响.
结论:
- 技术压力严重破坏了学生的自我效能信念,并促进了对创新的抵抗力.
- 促进建设性偏差行为和知识共享文化的干预措施可以减轻技术压力的负面影响.
- 调查结果提供了理论见解和实际策略,以加强教育环境中的创新采用.
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