高校輔導員勝任力、自我效能感與工作績效的關系研究
發(fā)布時間：2018-07-18 21:03
【摘要】：作為高校教師隊伍的重要組成部分，高校輔導員已成為高校學生管理工作的骨干力量，成為了大學生健康成長道路上的指導者和引路人。目前，面臨著工作對象和工作內(nèi)容日新月異的變化，高校輔導員自身的素質(zhì)也在不斷接受著時代的挑戰(zhàn)。這些挑戰(zhàn)對高校輔導員的工作績效提出了新的要求。加強高校輔導員隊伍的素質(zhì)建設，提升輔導員的工作勝任力，提高輔導員的工作績效，已成為改進和加強大學生思想政治教育工作當中的一項重要課題。 盡管在現(xiàn)有文獻中，有一些從組織和社會環(huán)境層面來研究如何提高高校輔導員工作績效的文獻，但從高校輔導員勝任力的角度著手，結(jié)合高校輔導員的自我效能感來研究提高高校輔導員工作績效的相關文獻卻很少，尤其缺乏相關的實證研究。正因于此，本研究選擇了高校輔導員作為研究對象，并以實證研究的方式，考察了高校輔導員的勝任力如何通過其自我效能感的中介作用來影響其工作績效。通過對三者間作用機理的研究，為高校輔導員自身和高校管理者的工作帶來有參考價值的研究成果。 在本研究的開始部分，提出了研究的理論和實踐意義，界定了本研究的研究對象，指明了本研究主要的研究方法和可行的技術路線。然后介紹了本研究的理論基礎，對相關的文獻進行了梳理和綜述，深入剖析了勝任力、自我效能感和工作績效核心變量的有關定義、維度、測量方法、前因與結(jié)果變量，以及各變量間的相關關系。在文獻綜述的基礎上，提出了有待深入研究的問題和本研究擬解決的主要問題，并就高校輔導員的勝任力、自我效能感和工作績效間的關系構建了相應的理論模型，提出了五大研究假設及其下的若干個子假設。然后，本研究運用文獻閱讀、專家咨詢、訪談等方法，對三個主要的研究變量進行了操作化定義，形成了初始的高校輔導員勝任力量表、自我效能感量表和工作績效量表，利用小樣本調(diào)查收集的數(shù)據(jù)對初始量表進行了凈化處理和探索性因子分析，得到了正式的調(diào)查量表。在大樣本調(diào)查的基礎上，利用研究數(shù)據(jù)采用單因素方差分析、獨立樣本T檢驗、相關分析、偏相關分析和多元回歸分析等方法對研究假設進行了驗證，檢驗了本研究提出的理論模型。最后，歸納、總結(jié)了本研究的結(jié)論，在研究結(jié)論的基礎上，從高校輔導員自身和高校組織的角度提出了相應的對策和建議，指出了本研究的不足和未來的研究方向。 通過對342個有效樣本的分析，本研究得出了如下的主要研究結(jié)論： 第一，高校輔導員的勝任力、自我效能感與工作績效因其個人背景的不同而具有顯著的差異性。 高校輔導員的工作年限、性別、教育程度、職位狀況等都會對其勝任力、自我效能感和工作績效產(chǎn)生顯著性的影響，，同時各個不同的狀況指標所帶來的影響是不同的。 第二，高校輔導員的勝任力、自我效能感、工作績效具有顯著的相關性。 通過深入分析高校輔導員的勝任力、自我效能感與其工作績效的各個子維度間的相關關系，本研究發(fā)現(xiàn)高校輔導員勝任力的三個子維度（工作態(tài)度、工作價值觀、工作能力）與其自我效能感的三個子維度（學生管理、人際協(xié)調(diào)、情緒調(diào)節(jié)）具有顯著的正相關關系，高校輔導員勝任力的三個子維度與其工作績效的兩個子維度（關系績效、任務績效）具有顯著的正相關關系；自我效能感的三個子維度與其工作績效的兩個子維度具有顯著的正相關關系。 第三，高校輔導員的自我效能感在其勝任力與其工作績效間發(fā)揮了中介中用。 本研究分析發(fā)現(xiàn)，當高校輔導員的自我效能感作為一個整體進行分析時，它在高校輔導員勝任力與其工作績效間發(fā)揮了部分中介作用。當從自我效能感的學生管理、人際協(xié)調(diào)和情緒調(diào)節(jié)三個維度分別分析時，三個維度也分別在高校輔導員勝任力與工作績效間發(fā)揮了部分中介作用。
[Abstract]:As an important part of the college teachers' team, the college counselor has become the backbone of the college student management, and has become the guide and guide for the healthy growth of college students. At present, the changes in the work object and the work content are changing, and the quality of the college counselors is constantly accepting the times. Challenge. These challenges put forward new requirements for the work performance of college counselors. Strengthening the quality construction of college counselors, improving the competence of the counselors, and improving the work performance of the counselors have become an important subject in improving and strengthening the ideological and political education of college students.
Although there are some literature in the existing literature, there are some literature on how to improve the performance of college counselors from the organizational and social environment level, but from the perspective of College Counselors' competence, there are few relevant literature on improving the performance of College Counselors in combination with the self-efficacy of college counselors, especially the lack of relevant facts. Because of this, this study chooses college counselors as the research object, and examines how the competence of college counselors affects their work performance through their self-efficacy. Through the study of the mechanism of the interaction between the three, it is the work of the college counselors themselves and the university administrators. The results of research that are of reference value.
In the beginning of this study, we put forward the theoretical and practical significance of the study, defined the research object of this study, pointed out the main research methods and feasible technical routes of this study, then introduced the theoretical basis of this study, reviewed the relevant literature and reviewed the competence, self-efficacy and work in depth. The relevant definitions, dimensions, measurement methods, antecedents and results variables, and the correlation between the variables, and on the basis of the literature review, put forward the problems that need to be studied in depth and the main problems to be solved in this study, and the relationship between the competence of college counselors, the sense of self-efficacy and the work performance is constructed. According to the theoretical model, five hypotheses and some subhypotheses are put forward. Then, this study uses literature reading, expert consultation, interview and other methods to define the three main research variables, and form an initial College Counselor's competency table, self-efficacy scale and work performance scale, and use small scale. On the basis of a large sample survey, a single factor analysis of variance, independent sample T test, correlation analysis, partial correlation analysis and multiple regression analysis were used on the basis of a large sample survey. Verify, test the theoretical model proposed by this study. Finally, the conclusion is summarized, and the conclusions of this study are summarized. On the basis of the research conclusions, the corresponding countermeasures and suggestions are put forward from the perspective of college instructors themselves and the university organization, and the shortcomings of this study and the future research direction are pointed out.
Based on the analysis of 342 effective samples, the following conclusions are drawn:
First, College Counselors' competency, self-efficacy and job performance vary significantly from their personal backgrounds.
College Counselors' years of work, sex, education and position will have a significant impact on their competence, self-efficacy and job performance, and the effects of various conditions are different.
Second, College Counselors' competency, self-efficacy and job performance are significantly correlated.
Through the in-depth analysis of the relationship between the competence of college counselors, the sense of self-efficacy and their work performance, this study finds that the three sub dimensions of the competence of College Counselors (work attitude, work values, working ability) and their self-efficacy are three sub dimensions (student management, interpersonal coordination, emotional regulation). There is a significant positive correlation. The three sub dimensions of College Counselors' competence have significant positive correlation with the two sub dimensions of their work performance (relationship performance and task performance); the three dimensions of self-efficacy have a significant positive correlation with the two sub dimensions of their work performance.
Third, College Counselors' self-efficacy plays an intermediary role between their competency and their job performance.
This study finds that when the self-efficacy of college counselors is analyzed as a whole, it plays a partial role in the competence of college counselors and their work performance. When the three dimensions are analyzed from the management of self-efficacy, interpersonal coordination and emotional adjustment, the three dimensions are also coaching in Colleges and universities respectively. There is a partial mediation effect between competency and job performance.
【學位授予單位】：武漢大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G647
本文編號：2132766
[Abstract]:As an important part of the college teachers' team, the college counselor has become the backbone of the college student management, and has become the guide and guide for the healthy growth of college students. At present, the changes in the work object and the work content are changing, and the quality of the college counselors is constantly accepting the times. Challenge. These challenges put forward new requirements for the work performance of college counselors. Strengthening the quality construction of college counselors, improving the competence of the counselors, and improving the work performance of the counselors have become an important subject in improving and strengthening the ideological and political education of college students.
Although there are some literature in the existing literature, there are some literature on how to improve the performance of college counselors from the organizational and social environment level, but from the perspective of College Counselors' competence, there are few relevant literature on improving the performance of College Counselors in combination with the self-efficacy of college counselors, especially the lack of relevant facts. Because of this, this study chooses college counselors as the research object, and examines how the competence of college counselors affects their work performance through their self-efficacy. Through the study of the mechanism of the interaction between the three, it is the work of the college counselors themselves and the university administrators. The results of research that are of reference value.
In the beginning of this study, we put forward the theoretical and practical significance of the study, defined the research object of this study, pointed out the main research methods and feasible technical routes of this study, then introduced the theoretical basis of this study, reviewed the relevant literature and reviewed the competence, self-efficacy and work in depth. The relevant definitions, dimensions, measurement methods, antecedents and results variables, and the correlation between the variables, and on the basis of the literature review, put forward the problems that need to be studied in depth and the main problems to be solved in this study, and the relationship between the competence of college counselors, the sense of self-efficacy and the work performance is constructed. According to the theoretical model, five hypotheses and some subhypotheses are put forward. Then, this study uses literature reading, expert consultation, interview and other methods to define the three main research variables, and form an initial College Counselor's competency table, self-efficacy scale and work performance scale, and use small scale. On the basis of a large sample survey, a single factor analysis of variance, independent sample T test, correlation analysis, partial correlation analysis and multiple regression analysis were used on the basis of a large sample survey. Verify, test the theoretical model proposed by this study. Finally, the conclusion is summarized, and the conclusions of this study are summarized. On the basis of the research conclusions, the corresponding countermeasures and suggestions are put forward from the perspective of college instructors themselves and the university organization, and the shortcomings of this study and the future research direction are pointed out.
Based on the analysis of 342 effective samples, the following conclusions are drawn:
First, College Counselors' competency, self-efficacy and job performance vary significantly from their personal backgrounds.
College Counselors' years of work, sex, education and position will have a significant impact on their competence, self-efficacy and job performance, and the effects of various conditions are different.
Second, College Counselors' competency, self-efficacy and job performance are significantly correlated.
Through the in-depth analysis of the relationship between the competence of college counselors, the sense of self-efficacy and their work performance, this study finds that the three sub dimensions of the competence of College Counselors (work attitude, work values, working ability) and their self-efficacy are three sub dimensions (student management, interpersonal coordination, emotional regulation). There is a significant positive correlation. The three sub dimensions of College Counselors' competence have significant positive correlation with the two sub dimensions of their work performance (relationship performance and task performance); the three dimensions of self-efficacy have a significant positive correlation with the two sub dimensions of their work performance.
Third, College Counselors' self-efficacy plays an intermediary role between their competency and their job performance.
This study finds that when the self-efficacy of college counselors is analyzed as a whole, it plays a partial role in the competence of college counselors and their work performance. When the three dimensions are analyzed from the management of self-efficacy, interpersonal coordination and emotional adjustment, the three dimensions are also coaching in Colleges and universities respectively. There is a partial mediation effect between competency and job performance.
【學位授予單位】：武漢大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G647
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