主动人格对学生知识共享的影响:课堂气候和学习参与的连锁中介效应
Ye Lin1, Yongchao Jin1, Rui Yang2
1School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, China.
Frontiers in psychology
|January 8, 2025
概括
学生积极主动的人格积极影响知识共享. 这种效应是由积极的课堂气候和增加的学习参与,促进更好的知识管理在大学中调解的.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 知识管理知识管理
背景情况:
- 知识共享对于大学的有效性和资源开发至关重要.
- 了解影响学生知识共享的因素是学术机构的关键.
- 社会交换理论和工作需求-资源模型为这项研究提供了理论框架.
研究的目的:
- 调查学生的积极主动个性如何推动知识共享活动.
- 检查课堂气候和学习参与在这种关系中的调解作用.
- 将社会交换理论和工作需求-资源模型应用于学生知识共享.
主要方法:
- 对1,053名中国大学生进行了调查,他们使用了针对主动人格,学习参与度,课堂气候和知识共享行为的验证尺度.
- 雇员方便抽样.使用方便抽样.
- 利用结构方程建模和引导分析来测试调解效应.
主要成果:
- 积极主动的人格与知识共享行为有显著的积极关联.
- 阶级气候显著调解了这种关系 (21.2%的影响).
- 学习参与也显著调解了这种关系 (8.4%的效应).
- 观察到课堂气候和学习参与的连锁中介效应 (2.1%的效应).
结论:
- 积极主动的人格显著影响学生的知识共享,但间接地.
- 积极的课堂气候和增强的学习参与是关键的调解者.
- 促进主动性,积极的课堂环境和参与的干预措施可以促进高等教育中的知识共享.
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