幼儿园教师心理资本与组织承诺的关系:自我效能感的中介作用  

Relationship Between Kindergarten Teachers'Psychological Capital and Organizational Commitment:Mediating Role of Self-efficacy

作　　者：蔡瑞婷 底会娟[1] 伦雨婷 CAI Rui-ting;DI Hui-juan;LUN Yu-ting(School of Home Economics,Hebei Normal University,Shijiazhuang,Hebei 050024,China)

机构地区：[1]河北师范大学家政学院,河北石家庄050024

出　　处：《石家庄学院学报》2024年第3期107-114,共8页Journal of Shijiazhuang University

基　　金：河北省教学改革项目(2021XJJG007);河北师范大学2020年度人文社会科学校内科研基金(S20B043)。

摘　　要：采用问卷调查法对1132名幼儿园教师进行调查,以探究心理资本和自我效能感对幼儿园教师组织承诺的影响.结果显示:幼儿园教师的组织承诺、心理资本与自我效能感均处于中等偏上水平,且两两呈显著正相关;幼儿教师的组织承诺在不同教龄、学历、园所性质和园所等级上均存在显著差异;心理资本当中的希望和韧性两个维度对幼儿园教师的组织承诺有积极预测作用,自我效能感在心理资本与组织承诺之间起到了部分中介作用.因而,提升幼儿园教师心理资本有利于提升其自我效能感,从而促进组织承诺的提高.A survey of 1132 kindergarten teachers has been conducted using a questionnaire to investigate the effects of psychological capital and self-efficacy on kindergarten teachers'organizational commitment.The results show that kindergarten teachers'organizational commitment,psychological capital and self-efficacy are all in the upper intermediate level and are significantly correlated;Kindergarten teachers'organizational commitment differs significantly by age,education,nature of the kindergarten,and kindergarten level;Hope and resilience dimensions of psychological capital positively predicts the organizational commitment of kindergarten teachers;And self-efficacy partially mediated the relationship between psychological capital and organizational commitment.Therefore,improving kindergarten teachers'psychological capital is conducive to increasing their self-efficacy,thereby promoting organizational commitment.

关 键 词：幼儿园教师 组织承诺 心理资本 自我效能感 

分 类 号：G610[文化科学—学前教育学]