本文選題：高校師生　切入點(diǎn)：心理契約　出處：《中國(guó)科學(xué)技術(shù)大學(xué)》2010年碩士論文

【摘要】： 心理契約研究受到當(dāng)今學(xué)術(shù)界的普遍關(guān)注。近年來(lái),有關(guān)研究從當(dāng)初緣起的經(jīng)濟(jì)組織已經(jīng)拓展到包括高校在內(nèi)的非營(yíng)利組織之中。隨著研究的不斷深入,從上世紀(jì)九十年代中期開始,學(xué)界在該研究領(lǐng)域逐漸形成了“單向觀”和“雙向觀”兩個(gè)學(xué)派。本研究秉承課題組一直堅(jiān)持的“雙向觀”,對(duì)高校不同年級(jí)師生心理契約的演變規(guī)律進(jìn)行了初步探究,并選擇一則師生心理契約違背與破裂的典型個(gè)案進(jìn)行了深入的分析。 文章首先對(duì)心理契約的一般內(nèi)容、結(jié)構(gòu)維度、功能和作用機(jī)制以及履行、違背和破裂等基本理論,進(jìn)行了簡(jiǎn)要的回顧綜述。在此基礎(chǔ)上,運(yùn)用課題級(jí)前期問卷調(diào)查采集的數(shù)據(jù),沿用師生心理契約維度的研究結(jié)論,借助SPSS統(tǒng)計(jì)分析軟件,通過(guò)means檢驗(yàn)和各年級(jí)師生不同維度心理契約承諾程度的均值比較分析,對(duì)本文提出的假設(shè)進(jìn)行了驗(yàn)證,并繪制出1-4年級(jí)師生心理契約承諾度的演變圖譜及矩陣四分圖模型,較好地區(qū)分了高校各年級(jí)師生心理契約承諾強(qiáng)度的差異。文章認(rèn)為,在高校師生心理契約的內(nèi)容結(jié)構(gòu)中,學(xué)生科學(xué)智能自我培養(yǎng)的心理契約責(zé)任強(qiáng)度一到四年級(jí)是高低波動(dòng)的;學(xué)生社會(huì)智能自我培養(yǎng)的心理契約責(zé)任強(qiáng)度從一年級(jí)到四年級(jí)逐漸增強(qiáng);而師生心理契約中教師教學(xué)技能提高的責(zé)任強(qiáng)度隨學(xué)生期望強(qiáng)度的變化而變化;教師敬業(yè)品格修養(yǎng)責(zé)任強(qiáng)度雖然呈現(xiàn)出的一定波動(dòng),但與學(xué)生社會(huì)智能自我培養(yǎng)責(zé)任強(qiáng)度三、四年級(jí)比一、二年級(jí)高的總趨勢(shì)一致。 與此同時(shí),為了促進(jìn)高校教師和管理者高度重視心理契約對(duì)師生行為的影響,文章引入一則師生心理契約違背與破裂的典型個(gè)案,通過(guò)師生心理契約違背、破裂演變過(guò)程的分析,進(jìn)一步論證了師生心理契約構(gòu)建與履行的基本機(jī)制,并根據(jù)該案分析結(jié)論所得啟示,就高校管理者如何發(fā)揮心理契約對(duì)師生雙方激勵(lì)與約束雙重功能的方法和路徑問題,作了較為深入的推論闡述。
[Abstract]:The research of psychological contract has been paid more and more attention by the academic circles nowadays. In recent years, the related research has been extended from the original economic organization to the non-profit organization, including the university. With the development of the research, Since the mid-1990s, The academic circles have gradually formed two schools of "one way view" and "two way view" in this research field. This study has carried on the preliminary research on the evolvement law of the psychological contract of teachers and students of different grades in colleges and universities, following the "two-way view" that the research group has been insisting on all the time. A typical case of the breach and rupture of psychological contract between teachers and students is selected for in-depth analysis. In this paper, the general content, structural dimension, function and mechanism of psychological contract, as well as the basic theories of performance, breach and rupture are reviewed briefly. Using the data collected by the questionnaire survey in the early stage of the subject level, using the conclusion of the psychological contract dimension of teachers and students, with the help of SPSS statistical analysis software, through the means test and the average value analysis of the different dimensions of psychological contract commitment between teachers and students in different grades. The hypothesis proposed in this paper is verified, and the evolvement map and matrix quadrature chart model of teachers and students' psychological contract commitment degree in grades 1-4 are drawn. The differences in the intensity of psychological contract commitment between teachers and students of different grades in colleges and universities are well distinguished. In the content structure of psychological contract between teachers and students, the intensity of psychological contract responsibility of self-cultivation of students' scientific intelligence fluctuates from grade one to grade four. The intensity of psychological contract responsibility of students' social intelligence self-cultivation gradually increases from grade one to grade four, and the intensity of responsibility for teachers' teaching skills in psychological contract between teachers and students changes with the change of students' expectation intensity. Although the intensity of teachers' responsibility for professional character and accomplishment is fluctuating, it is consistent with the general trend that students' social intelligence self-cultivation responsibility intensity is higher in grade three, grade four than grade one and grade two. At the same time, in order to promote college teachers and administrators to attach great importance to the influence of psychological contract on the behavior of teachers and students, this paper introduces a typical case of the violation and rupture of psychological contract between teachers and students, through which the psychological contract of teachers and students is violated. The analysis of the process of rupture and evolution further demonstrates the basic mechanism of the construction and implementation of the psychological contract between teachers and students, and draws inspiration from the conclusion of the analysis of the case. This paper makes a deep inference on the method and path of how to exert the psychological contract to the dual functions of encouragement and restraint between teachers and students.
【學(xué)位授予單位】：中國(guó)科學(xué)技術(shù)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G441

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