构建和验证技术压力和员工行为的规模:来自发展中国家商学院的证据
Shan Cao1, Sadaqat Ali2, Rao Bakhat Yawar2
1School of Education and Psychology, Minnan Normal University, Zhangzhou, 363000, People's Republic of China.
BMC psychology
|July 22, 2025
概括
研究人员为巴基斯坦商学院调整了高等教育技术压力结构 (TCHS). 经过验证的16项TCHS工具有效地测量了技术压力,帮助对教育工作者福祉进行干预.
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
- 高等教育研究 高等教育研究
背景情况:
- 技术压力是全球教育工作者日益关注的问题.
- 现有的技术压力尺度可能与文化无关,或在特定的学术环境中无法验证.
- 高等教育学院,特别是商学院,面临着独特的技术需求.
研究的目的:
- 为巴基斯坦的商学院教师适应和验证高等教育技术压力结构 (TCHS) 规模.
- 为了确定巴基斯坦版TCHS的心理测量特性.
- 确定巴基斯坦商学院教师经历的技术压力的关键维度.
主要方法:
- 涉及300名商学院教师的横截面研究,来自Khyber Paktunkhawa和伊斯兰堡.
- 原版TCHS的翻译和改编为16项的巴基斯坦版本.
- 探索因素分析 (EFA) 和确认因素分析 (CFA) 使用AMOS 23进行结构验证.
- 可靠性 (克朗巴赫的α) 和构造有效性分析.
主要成果:
- EFA确定了四个不同的因素:技术过载,技术入侵,技术复杂性和技术不确定性.
- CFA证实了四个因素结构与优秀的模型合适指数.
- 调整后的TCHS显示出强大的可靠性和构造有效性.
- 在TCHS组件和教师的情绪疲劳,工作与生活平衡和承诺之间发现了显著的关系.
结论:
- 巴基斯坦TCHS的16项巴基斯坦版本是用于测量巴基斯坦商学院教师技术压力的心理测量仪器.
- 这些发现为了解和解决这一特定学术群体中技术压力的基础.
- 经过验证的TCHS可以为制定有针对性的干预措施提供信息,以改善数字时代的教师福利和生产力.
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