个性与研究成绩有什么关系? 研究参与的调解效应
Rui Feng1,2, Yunhui Xie1, Junjie Wu1,3
1School of Economics and Management, Beihang University, Beijing, China.
Frontiers in psychology
|January 25, 2024
概括
教师的个性特征,如良心和开放性提高研究表现. 神经症和社会特征阻碍了它,参与调解这些影响,以改善大学发展.
科学领域:
- 心理学 心理学 心理学
- 高等教育研究 高等教育研究
- 组织行为 组织行为
背景情况:
- 教师的研究表现对于大学的进步至关重要.
- 对于学术机构来说,了解人格与研究成果之间的联系至关重要.
- 研究参与在这种关系中的调解作用需要进一步研究.
研究的目的:
- 调查教师个性特征对研究绩效的影响.
- 检查研究参与对人格-绩效关系的调解效应.
- 为教师培训,招聘和绩效提升提供见解.
主要方法:
- 结构方程建模 (SEM) 用于数据分析.
- 使用了描述性统计和相关性分析.
- 这项研究包括189名来自大学的教师.
主要成果:
- 人格特征显著影响了客观研究成果,而不是自我报告.
- 良心和对经验的开放性与研究绩效有积极的相关性.
- 神经主义和社会属性 (外向,愉悦) 与研究成绩有负相关性.
- 研究参与调解了对表现的开放性和神经症的影响.
结论:
- 特定的个性特征直接影响教师的研究表现.
- 研究参与在人格如何影响绩效方面发挥着关键的调解作用.
- 这些发现为优化大学教师选择和发展战略提供了实际意义.
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