有关高校不同年级师生心理契约强弱演变图谱研究的探析.doc

//有关高校不同年级师生心理契约强弱演变图谱研究的探析中英文对照About college psychological contract between teachers and students in different grade strength evolution map research analysis of the contrast in both Chinese and English文章基于心理契约双向视角研究方法,结合此前研究划分的师生心理契约维度,通过相关期望程度的均值统计,分析比较了大学本科一到四年级师生心理契约各维度的承诺强度。在此基础上,绘制出各年级师生心理契约不同维度的强弱演变图谱,并用矩阵四分图简单表征了一到四年级师生心理契约责任强弱的变化特点,进一步论证了文章提出的三点研究假设。Perspective based on psychological contract research methods, combined with previous studies of teacher-student psychological contract dimension, through relevant expected average degree of statistics, analysis and comparison of university undergraduate course grade one to four intensity of teacher-student psychological contract dimensions of commitment. Grade on this basis, draw the evolution profiles on the strength of the different dimensions of psychological contract between teachers and students, with four points matrix figure a simple characterization of one to four grade change characteristics of teacher-student psychological contract responsibility strength, further demonstrates the article puts forward three research hypotheses. 【关键词】高校师生 心理契约 责任强度 演变图普【 key words 】 the teacher-student psychological contract responsibility tupou intensity evolution 1 引言1 introduction 心理契约问题在经济组织中的研究起始于上世纪60年代初。到80年代末,学界对心理契约这一源概念的理解开始出现意见分歧,由此而引发的学派之争也持续至今。其中,被称作为“双向观”学派的一方支持Argyris1、Schein2、Levinson3等学者提出心理契约概念时的原意,认为它是雇佣双方对交换关系中彼此义务的一整套期望,存在相关的两个主体;而被称作为“单向观”学派的另一方支持Rousseau4、Robinson5、Morrison6等学者的观点,认为心理契约是个体在雇用关系背景下对雇佣双方交换关系中彼此义务的主观理解和信念,强调只有一个主体。由于前者需从主体双方的相互期望着手展开研究,而双方的期望往往又并不一致,因此实证研究面临着诸多各种困难;后者则因只考察员工一方的信念而便于进行实证研究,故近十余年来广为国内外学者所采用且研究成果颇丰。Psychological contract problems in the economic organization research began in the early 1960 s. By the end of the 80 s, the academic circle about the source of the concept of psychological contract began understanding differences, school of thought arising from the fight continues today. Among them, known as two-way school party support Argyris, Schein 1 2, Levinson 3 when scholars put forward the concept of psychological contract of intent, that it is both sides to exchange relationship of each other obligations set of expectations, there is related to the two main body; And known as ChanXiangGuan school of thought on the other side of the support Rousseau 4, Robinson, 5, Morrison 6 and other scholars point of view, and thinks that the psychological contract is the individual under the background of employment on both sides of exchange relations obligations to each other in the subjective understanding and belief, emphasize only one subject. Because the former needs mutual expectations from the body to study, and expectations on both sides often are not consistent, so the empirical research facing many difficulties; The latter due to employees only one belief and facilitate carries on the empirical research, it is widely used by scholars at home and abroad and the past ten years research results. 我们认为心理契约缔结从本质上说也是双方的要求被相互认同的结果,是“以要约-承诺的方式产生的”7,但双方的相互期望只是缔结心理契约关系的前置要件8。因此,我们虽不赞成把双方未书面化的期望都直接当作心理契约,却仍支持“双向观”学派坚持应在双向视角基础上研究心理契约问题的基本观点,并明确反对“单向观”学派将其转移到对个体信念问题研究的方向上去9。We believe that the psychological contract concluded in essence is asked to be mutually agreed between the two sides results, is to offer - is committed to the way of 7, but mutual expectations just concluded a prerequisite for the relationship between psychological contract elements 8. Thus, though we dont agree with both not documented expectations directly as a psychological contract, still supports the concept of two-way school adhere to study psychological contract problem based on the perspective of basic idea, and clearly against ChanXiangGuan school, transferring them to the direction of the research on problems of individual faith 9. 为推进双向观心理契约理论的发展,攻克双向观心理契约实证研究的难关,我们此前以高校师生心理契约为研究对象,在理论论证和实证研究上展开了一系列探索,验证了师生之间的相互期望只有部分与各自的自我期望契合而构成心理契约等假设10,并在此基础上对师生双方的心理契约责任项进行了维度划分 11。由于我们前期的研究都是从师生两个群体总体上把握的,没有区分不同年级师生心理契约各维度的强弱差异。为此,本文将对各年级师生心理契约各维度的强弱变化展开进一步的研究,以期为高校管理者和教师在管理和教学过程中运用师生心理契约提供更有针对性的依据。To promote two-way view of the development of the theory of psychological contract, conquer two-way empirical studies in the view of psychological contract, we had with the psychological contract between teachers and students in colleges and universities as the research object, the theoretical arguments and empirical studies on a series of exploration, to verify the mutual expectation between teachers and students only part and their self expectation and psychological contract hypothesis 10, and on the basis of the psychological contract of teachers and students both sides responsibility item dimensions 11. Due to our previous studies from the overall grasp of the two groups, teachers and students did not distinguish between different grade differences on the strength of the psychological contract between teachers and students all dimensions. To this end, this paper will on the strength of the each grade teacher-student psychological contract dimension change of further research, in order to college managers and teachers in the management and use the psychological contract between teachers and students in the teaching process to provide more specific basis. 2 研究假设与数据选用Two research hypotheses and data selection 2.1 本文的研究假设2.1 this articles study hypothesis 前期我们运用德尔菲法对师生心理契约维度进行研究后,将师生心理契约中的学生责任划分为科学智能自我培养与社会智能自我培养两个维度;将师生心理契约中的教师责任划分为敬业品格修养与教学技能提高两个维度。在此基础上我们通过相关性与回归分析,论证了教师履行其敬业品格修养责任对学生社会智能的培养有显著影响,而履行教学技能提高责任则与学生科学智能的培养关系密切12。Upfront we used Delphi method after the study of psychological contract dimension between teachers and students, teachers and students will be the responsibility of the students from the psychological contract is divided into science intelligent self cultivation and social intelligence self two dimensions; The teacher-student psychological contract of teachers character accomplishment and responsibility into the professional teaching skills, improve the two dimensions. On this basis we through correlation and regression analysis, demonstrates the teachers perform its professional character accomplishment has remarkable effect on the cultivation of students social intelligence, while perform teaching skills improve closely associated with the cultivation of the students science 12. 高校学生(本科)在从入学到毕业的四年中,学习任务、学习能力及对未来的规划等方面都是动态变化的。学生相关需要随着不同阶段的变化及对所在学校教师了解的增加,他们总是在不断地调整着自我期望和对教师的期望。因此我们认为,虽然高校学生在校期间科学智能与社会智能的培养贯穿始终,但不同年级学生与教师由期望转化为心理契约的侧重点是不同的。大一阶段不但是学生适应大学学习特点的关键期,而且许多重要的基础课也在大一阶段开设,所以大一阶段学生在与教师达成的心理契约中科学智能自我培养责任维度相对较强;大二学习阶段学生对大学的学习与生活特点已经适应,学生开始重视自己社会智能的提高并较多地参与社团活动,在师生心理契约中则表现为学生社会智能自我培养责任维度增强,而科学智能自我培养责任维度强度相对减弱;大三开设的专业课直接关系着学生未来谋生的技能,学生在该阶段表现为通过专业课学习提高自己科学智能的责任强度再次增强;与此同时,大三学生日益接近毕业离校走上社会,因此大三学生对提高社会智能的意识也进一步提升。而大四阶段学生的课堂学习内容和压力减少,为毕业奔赴工作岗位后能够顺利适应社会,毕业班学生社会智能自我培养的责任更为突出。(undergraduate course) in university students from entrance to graduation four years, learning tasks, learning ability and is a dynamic change in such aspects as planning for the future. Students need related with different stages of change and the increase of school teachers to understand, they are always in constant adjustment to expectations and expectations of teachers. So we think that although college students during the period of school science and the cultivation of intelligence and social intelligence throughout, but in different grade students and teachers by expectations into the emphasis of the psychological contract are different. Freshman stage but not students adapt to college learning the characteristics of the critical period, but also a number of important basic course in college phase open, so a large stage of students in the psychological contract with the teachers scientific intelligent self training responsibility dimensions are relatively strong; Sophomore learning phase characteristics of the student to the university study and life has adapted to, more students begin to attach importance to their own social intelligence to improve and to participate in community activities, in the psychological contract between teachers and students are social intelligence for students self education responsibility dimension increased, while science intelligent self education responsibility dimension intensity is relatively weak; Specialized courses set up in the junior students skills in the future to make a living, has a close relationship with students performance on the stage to pass the responsibility of the professional course learning to improve their scientific intelligent strength enhanced again; Junior students is becoming more and more close to the graduate school, meanwhile, took to the society, so the three students also further enhance to improve the consciousness of social intelligence. And senior students classroom learning content and pressure reduction, to go to work after graduation would be able to adapt to society, the responsibility of the graduating class students self education social intelligence is more outstanding. 根据以上不同年级学生各阶段的学习特点,教师往往会对学生的期望及其自我期望作相应调整,进而与学生达成的心理契约责任也将呈现出相应的变化。基于以上理论推导,本文提出以下几点有待验证的假设:According to the above characteristics of different grade students to learn at each stage, teachers tend to be adapted to fit the expectations of students and their self expectation, which agreed with the student psychological contract responsibility will also present a corresponding change. Based on the above theoretical derivation, this paper put forward the following to validate hypothesis: 假设1:师生心理契约中学生科学智能自我培养的责任强度在四年中高低波动。Hypothesis 1: teacher-student psychological contract responsibility of the cultivation of students scientific intelligent self strength in the four years in the high and low volatility. 假设2:师生心理契约中学生社会智能自我培养的责任强度在四年中逐渐增强。Hypothesis 2: the teacher-student psychological contract responsibility of the cultivation of students social intelligence self strength increased in four years. 假设3:师生心理契约中教师相关责任强度与学生相关责任强度呈正相关关系。Hypothesis 3: the psychological contract between teachers and students in the teachers and students related to the intensity of responsibility was positively related to the intensity of responsibility. 2.2 调查问卷与数据采集2.2 the questionnaire and data collection 本文所用的问卷量表是我们前期开发并已成功用于心理契约实证研究的两套问卷。两套问卷中A卷为学生问卷,B卷为教师问卷。我们将高校教师与学生两个群体作为心理契约主体的双方,从学生期望和教师期望两个视角展开调查。This article used questionnaire scale is our early developed and successfully used in the empirical research on psychological contract of the two sets of questionnaires. Two sets of questionnaires in A questionnaire for the students, B questionnaire for teachers. We will (1) college teachers and students both sides of the two groups as the main body of the psychological contract, expectation from students and teachers expect two perspectives to investigate. 问卷调查在两所重点大学进行,其中学生样本以班级作为抽样单元,按院、系、班级进行多段抽样,院、系均按不等概率抽取,班级按等轴抽样法选取;教师样本一年级的任课教师以承担公共基础课的院系为抽样单元,二年以上的任课教师以学生所在院系为抽样单元。数据采集选择自填问卷的集中填答法,以保证问卷填答的质量和回收率。调查中发放学生问卷696份,教师问卷207份。回收学生问卷624份,教师问卷188份,回收率分别为89.7%,90.8%。其中有效学生问卷593,教师问卷179,有效率分别为95.0%,95.2%。其中大一,大二,大三,大四有效学生问卷分别为157份,146份,151份,139份,各占总数的26.5%,24.6%,25.5%,23.4%。几个年级教师的有效问卷分别为45份,49份,43份,42份,各占总数的25.1%,27.4%,24.0%,23.5%。Questionnaire survey was carried out in two key universities, including student samples to class as a sampling unit, multistage sampling in accordance with school, department, class, school, department by probability sampling, sampling method to select class according to such as shaft; Teachers samples first grade classroom teachers to undertake public basic course of departments of the sampling unit, the department at least 2 years of classroom teachers to students of the sampling unit. Data collection option since the fill in the questionnaire of the concentration of completed, to ensure the quality and recovery of intension. Questionnaire survey questionnaire of 696 students, teachers 207. Recycling questionnaire of 624 students, teachers 188 questionnaires, and recovery rate were 89.7%, 90.8%. The effective questionnaires of 593 students, teacher questionnaire 179, effectiveness respectively 95.0%, 95.2%. Freshman, sophomore, junior, senior effective questionnaire 157, respectively, 146, 151, 139 copies, each accounted for 26.5% of the total, 24.6%, 25.5%, 23.4%. A few grade teachers effective questionnaire 45, respectively, 49, 43, 42, each accounted for 25.1% of the total, 27.4%, 24.0%, 23.5%. 2.3 数据选用与研究预期2.3 data selection and research expectations 上述数据导入SPSS16.0英文版统计软件后,我们分别将各年级学生和教师的数据合并,并添加区分变量(0=学生,1=老师)加以区别。随后,我们选定区分变量(0=学生,1=老师)为分组变量(Grouping Variable),以有关学生31项期望和有关教师24项期望为检验变量(Test Variables) 对合并数据进行双独立样本T检验。根据统计输出结果中t-test for Equality of Means下Sig.(2-tailed)列的显著性水平,判断师生就某项期望是否达成一致而缔结为心理契约。当某项期望T检验的显著性水平大于0.05时,我们即认为师生之间在该项期望上达成了一致而转化为师生心理契约,反之,则认为未被对方接受认同而仍然是单方面的期望。此前,我们曾对31项有关学生的期望及24项有关教师的期望进行T检验,在无差异显著性水平大于0.05的题项中,有关学生的期望为25项,有关教师的期望为14项,即这些期望被确认为师生双方达成心理契约的各自责任。After the above data import SPSS16.0 statistical software in English, we consolidated data in all grades of students and teachers respectively, and add to distinguish variable (0 = students, 1 = teacher) distinguish between. Then we selected to distinguish Variable (0 = student, 1 = teacher) as the Grouping Variable (the Grouping Variable), thirty-one expectations to the students and the teachers expectations for 24 items Test Variables (the Test Variables) to merge data from two independent sample T Test. Output according to the statistical results of t - test for Equality of Means of Sig. (2 - tailed) column significance level, determine whether the teachers and students is a expect to reach an agreement and concluding of psychological contract. When an expected T test of significance level is greater than 0.05, we think that the teachers and students between reached an agreement on the expected into the psychological contract between teachers and students, on the other hand, argue that is not accepted by the other party identity and still expect is unilateral. Previously, we have expectations of 31 items related to students and 24 items about teachers expectations are T test, when there is no significance of difference level is greater than 0.05 item, expectations for the 25 items relating to the students, the teachers expectations for 14 items, namely those expectations was identified as teacher-student psychological contract both sides of their respective responsibilities. 随后,我们采用德尔菲法对师生心理契约内容进行维度研究,对师生心理契约25项学生责任与14项教师责任进行维度划分,结果如表1所示,学生科学智能自我提高责任为13项,社会智能自我提高责任为12项;教师敬业品格修养责任和教学技能提高责任各7项13。 本文研究选用的数据源于此前我们问卷调查采集,并经T检验确认为师生达成心理契约的上述学生25项数据和教师14项数据。预期的研究目标是按师生上述心理契约两个维度,分析发现师生心理契约各自责任在不同年级中的强弱演变规律,并绘制出相应的演变图普。Then, we use the Delphi method dimension of research, the content of the psychological contract between teachers and students of the psychological contract between teachers and students 25 students and 14 teachers responsibility for dimensions, the results are shown in table 1, student responsibility is 13 science intelligent self-improvement, self-improvement social intelligence responsibility for 12; Teachers professional character cultivation of responsibility and teaching skills, improve responsibility each 7 13. In this paper, chosen in the our questionnaire survey to collect data, and confirmed by the T test for teachers and students to achieve the psychological contract of the above student 25 items of data and 14 teachers. Expected research goal is according to the two dimensions of psychological contract between teachers and students, analysis found that the psychological contract between teachers and students their responsibility in the intensity evolution rule of different grade, and draw the corresponding to the evolution of Mr. 3 假设验证与演变图普3 tupou hypothesis testing and evolution 3.1 假设验证3.1 assumptions are verified 有研究文献从员工对组织承诺的需求度、组织承诺的强度、员工须履行义务的强度及义务与承诺的关联度等方面探究心理契约的强度问题14。本文从实证角度依据师生在Likert五级量表中的选择来判断心理契约的承诺强度。为便于按通常习惯更直观地理解,我们将Likert五级量表中1-5从完全同意到完全不同意作了反转处理,然后用SPSS软件对四个年级师生在量表中的期望程度选择均值进行统计分析(师生达成心理契约的承诺强度与均值大小成正比),结果得出四个年级师生心理契约各维度的承诺强度如表2所示。Research literature from the employees on the strength of the needs of organizational commitment, organizational commitment, the intensity of the operators must fulfil his obligations and the obligations and commitments of probing into the correlation between the strength of the psychological contract problem 14. This article from the perspective of the empirical basis for teachers and students in the 5 Likert scale selection to determine the strength of the psychological contract commitments. For ease of generally used more intuitive understanding, we will be in the 5 Likert scale from 1 to 5 from totally agree to completely dont agree to make the inversion processing, then use SPSS software expectations of teachers and students in four grade scale degree options mean statistical analysis (teachers and students to achieve psychological contract commitment intensity is proportional to the mean size), the result of dimension of psychological contract between teachers and students the four grade promise strength as shown in table 2. 该分析结果验证了本文提出的假设1、假设2,即在高校师生心理契约的内容结构中,学生科学智能自我培养的心理契约责任强度一到四年级是高低波动的;学生社会智能自我培养的心理契约责任强度从一年级到四年级逐渐增强。从表2均值统计结果中我们还可以看出,本文假设3得到了部分验证,即师生心理契约中教师教学技能提高的责任强度随学生期望强度的变化而变化;而教师敬业品格修养责任强度虽然呈现出的一定波动,但与学生社会智能自我培养责任强度三、四年级比一、二年级高的总趋势也是一致的。The analysis results show that the proposed hypothesis 1, assumption 2, namely in the content of the psychological contract structure between teachers and students in colleges and universities, students science intelligent self cultivation of the