教师的职业旅程:绘制成绩认可,职业适应性和任务绩效的图表
LingYan Meng1, Bárbara Briscioli1
1University of Buenos Aires, Faculty of Philosophy and Literature, Buenos Aires 999071, Argentina.
Acta psychologica
|October 31, 2024
概括
成绩认可提高了大学教师的职业适应能力 (CA),影响了任务绩效. 组织资历 (OS) 调节CA对绩效的影响,需要在不同的职业生涯阶段为教师提供量身定制的支持.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 高等教育研究 高等教育研究
背景情况:
- 高等教育的技术进步需要了解影响教师专业成长和任务执行的因素.
- 确定的关键因素包括成就认可,职业适应性和组织资历.
- 这些因素对中国大学教师的任务表现的相互作用仍未得到充分研究.
研究的目的:
- 调查成就认可,职业适应性和组织资历之间的关系.
- 检查这些因素对中国大学教师的任务表现的影响.
- 探索组织资历在职业适应能力和任务执行之间关系中的调节作用.
主要方法:
- 纵向的,时间延迟的调查设计,采用了从1444名中国大学教师的数据,在三个波段 (一个月间隔) 收集数据.
- 这些措施包括成就认可,职业适应性,任务绩效和组织资深度.
- 统计分析以确定预测和缓解效应.
主要成果:
- 成绩认可显著预测了职业适应能力.
- 职业适应性和组织资历之间的相互作用显著影响了任务绩效.
- 职业适应性对职业生涯早期的教师的任务表现产生了积极的影响,对那些持有较长任期的教师的影响减少或不利.
结论:
- 认可成就对于提高职业适应性和随后的工作表现至关重要.
- 组织资历显著调节了职业适应性和工作绩效之间的关系,需要职业阶段特定的干预措施.
- 学术机构应制定量身定制的认可计划,适应能力培训和指导,以支持职业生涯不同阶段的教师获得最佳绩效.
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