保险营销员商业道德敏感性与工作绩效的关系:自我效能感的中介作用

为了探究保险营销员的商业道德敏感性与其工作绩效的内在关系,以及自我效能感在二者中的中介作用,通过问卷调查法对湖北襄阳地区3家大型保险公司250名外勤员工进行了调查问卷。结果发现:(1)保险营销员商业道德敏感性、自我效能感与工作绩效两两之间存在着显著的正相关关系;(2)保险营销员商业道德敏感性、自我效能感都能显著地预测工作绩效;(3)保险营销员的自我效能感在商业道德敏感性与工作绩效之间起部分中介作用。研究认为:保险营销员的商业道德敏感性可以通过影响一般自我效能感来影响工作绩效。     

数字经济背景下员工工作投入对工作绩效的影响——心理资本的中介作用

基于数字经济的时代背景,以我国互联网企业346名员工为样本,采用结构方程模型和多层回归分析的方法,探讨员工工作投入对工作绩效四个维度(任务绩效、关系绩效、创新绩效和学习绩效)的影响,并揭示心理资本的中介作用,以此丰富和细化工作投入对工作绩效的内在影响机制,同时,为互联网企业的人力资源管理实践提供理论指导。研究结果表明：工作投入对任务绩效、关系绩效、创新绩效和学习绩效均具有正向影响;心理资本在上述关系中均具有中介作用。     

校长的社会技能与自我效能感对其工作绩效的影响

采用问卷调查法可以检验校长的社会技能与自我效能感对其工作绩效的影响作用。通过对来自重庆41个区县275名中小学校长的调查数据进行层次回归分析、中介效应检验和优势分析发现：校长的社会技能与自我效能感都是校长工作绩效的显著正向预测变量;自我效能感是在校长社会技能与其工作绩效关系之间有显著的部分中介作用;自我效能感对校长的工作绩效的影响效应更为显著。     

大学生员工的一般自我效能感对其工作满意、工作绩效影响的实证研究

文章通过对刚毕业半年的工商管理专业136名应届大学生员工进行问卷调查,采用结构方程建模（SEM）等方法,探讨了大学生员工的一般自我效能感与其工作满意、工作绩效之间的相关关系。实证结果显示。大学生员工的自我效能感越强,其工作绩效和工作满意程度越高;工商管理专业大学生员工的自我效能感存在性别和兼职工作经历上的显著差异,男性稍高于女性,在校期间具有兼职经历的大学生员工的自我效能感明显高于没有相关经历的。最后,根据实证结果从高校和企业的角度给出了建议。     

刑警自我效能感与工作绩效的相关研究

刑警个体的自我效能感必然导致工作绩效的不同,刑警的绩效受多个变量和作用机制影响。本研究通过论证刑警自我效能感与工作绩效之间的关系并提出实践管理建议。为公安刑警人力资源管理实践提供理论支撑。研究表明刑警的自我效能感与工作绩效之间具有显著正相关性。     

团队环境中员工的效能感研究

笔者阐述了团队环境中员工的自我效能感和集体效能感概念,分析了二者之间的关系;影响员工效能感的信息源主要有:自己的成败经历、他人的替代经验、口头劝说和他人的评价;团队环境中员工的效能感常常通过工作满意感、工作任务、工作目标等中间变量影响个体或者团队工作绩效的高低。     

特殊教育教师生命意义、教学效能感对周边绩效的调节中介效应研究

相对于一般院校对工作绩效的强调,特殊教育教师更看重周边绩效对特殊儿童青少年的影响.本研究探讨了生命意义与教学效能对特殊教育教师周边绩效的影响.采用生命意义问卷、教学效能量表和周边绩效量表为测量工具,对长春市、吉林市、哈尔滨市4所特殊教育学校进行整群随机抽样,获取有效样本117名.结果表明:(1)特殊教育教师教学效能感作为生命意义与周边绩效间的中介效应,传递生命意义对周边绩效的间接影响;(2)特殊教育教师生命意义与教学效能感交互作用显著,较高的生命意义可以有效调节教学效能感对周边绩效的促进作用.这说明,特殊教育教师生命意义与教学效能感对周边绩效的作用机制同时存在着两种效应,特殊教育教师生命意义作为自变量,在以教学效能感为中介变量传递对周边绩效间接效应的同时,又作为调节变量并且与教学效能感交互作用显著,调节教学效能感对周边绩效的促进作用.     

民办高校专业课教师组织支持感、工作满意度与工作绩效关系研究

对广东省6所民办高校395名专业课教师组织支持感、工作满意度与工作绩效实施集体测试,结果表明：教师组织支持感正向影响关系绩效,对任务绩效的影响不显著;组织支持感极显著正向影响工作满意度;工作满意度正向影响工作绩效;工作满意度在组织支持感与周边绩效之间起部分中介作用.要提高民办高校教师的绩效,除了要重视教师的组织支持感外,还要关注教师的工作满意度,尤其是学校管理、工作环境和工作回报等方面的满意度.     

师徒关系对员工创新绩效的影响机制：创新自我效能和正念的作用

基于工作要求资源理论模型,本研究探讨师徒关系对徒弟创新绩效的影响,以及创新自我效能的中介作用和徒弟正念的调节作用。通过对来自长三角地区部分国有企业在职人员的807份有效数据的分析结果显示：师徒关系对员工创新绩效有显著的正向预测作用;徒弟创新自我效能在师徒关系与员工创新绩效之间具有部分中介作用;徒弟正念负向调节师徒关系对徒弟创新自我效能的影响。     

辅导员职业胜任力、自我效能感和工作投入的关系探究

为了探讨辅导员职业胜任力、自我效能感和工作投入的关系,本研究通过辅导员职业胜任力问卷、一般自我效能感问卷(GSES)和工作投入问卷(UWES),调查了重庆市4所高校共276位辅导员职业胜任力、工作投入和自我效能感的情况,并采用SPSS 22.0统计软件进行数据分析。结果表明,辅导员职业胜任力对工作投入有正向预测作用,自我效能感在辅导员职业胜任力和工作投入中起部分中介作用。     

When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers. Structural equation modelling (SEM) analysis revealed the mediating role of both positive affect and self-efficacy beliefs in the relationship between teaching strategies/praxes and job satisfaction.     

工作满意度、组织承诺与关系绩效的关系实证研究

通过在成都、广州、深圳一些企业的实证研究,探讨组织承诺、工作满意度与关系绩效之间的关系,发现组织承诺三维度、工作满意度五维度与关系绩效两维度之间几乎都具有非常显著的相关关系;但是将工作满意度和组织承诺作为关系绩效的预测变量时,发现二者的因果关系非常不显著,因此推测工作满意度、组织承诺可能是关系绩效的前因中介变量或者调节变量。     

变革型领导、沉默行为及员工工作绩效关系的研究--以安徽省文化产业为例

通过对安徽省文化产业中228名员工的问卷调查,研究变革型领导与员工工作绩效之间的关系,尤其是员工沉默行为是否在变革型领导与员工工作绩效之间发挥中介作用,研究结果表明变革型领导与员工工作绩效存在显著的正相关关系,并且进一步发现员工默许性沉默、防御性沉默在变革型领导与员工工作绩效之间起部分中介的作用,而亲社会性沉默没有发挥中介作用。同时,员工沉默行为与员工工作绩效之间存在显著的负相关关系。     

The influence of academic self-efficacy on academic performance: A systematic review

This review integrates 12 years of research on the relationship between academic self-efficacy and university student's academic performance, and known cognitive and motivational variables that explain this relationship. Previous reviews report moderate correlations between these variables, but few discuss mediating and moderating factors that impact this relationship. Systematic searches were conducted in April 2015 of psychological, educational, and relevant online databases for studies investigating academic self-efficacy and performance in university populations published between September 2003 and April 2015. Fifty-nine papers were eligible. Academic self-efficacy moderately correlated with academic performance. Several mediating and moderating factors were identified, including effort regulation, deep processing strategies and goal orientations. Given the paucity of longitudinal studies identified in this review, further research into how these variables relate over time is necessary in order to establish causality and uncover the complex interaction between academic self-efficacy, performance, and motivational and cognitive variables that impact it.     

高校行政管理干部工作绩效模型的实证研究

由于文化和政治体制的不同,探索我国高校行政人员工作绩效的本土化内容结构,对揭示我国高校组织的特殊性、提高人事选拔与评价的科学性具有重要的意义。基于对69名行政干部的访谈和418份问卷调查,本文构建了高校行政人员的同事间评价工作绩效和评定上级工作绩效的两个模型,经过信、效度检验符合测量学要求。高校行政工作绩效评价主要由个人素质指向的绩效和任务指向的绩效两个方面组成;但是根据不同的评价对象,绩效的具体标准存在较大差异,高校行政绩效评定的主要内容包括处理人际关系的修养和行为特征。这两个模型对改善高校行政工作绩效评价有重要价值。     

高情商一定高绩效？——银行员工情绪智力对工作绩效的影响机制

情绪智力和情绪劳动的管理研究一直是学术界关注的焦点,现有研究表明员工的情绪智力直接影响工作绩效。采用调查问卷的形式,以251名银行员工为研究样本,实证分析银行员工情绪智力、情绪劳动和工作绩效的关联性及影响机制,研究表明,情绪劳动在情绪智力和员工的工作绩效之间起到中介作用。     

Examining Mediation Effects of Work Engagement Among Job Resources,Job Performance,and Turnover Intention

The main purpose of this study was to investigate the effects of work engagement on the relationships among job resources and job performance and turnover intention in Korean organizations. A total of 571 complete responses from Korean organizations were used for the purpose of data analysis, and structural equation modeling (SEM ) was used to examine the proposed research hypotheses. The results showed that job resources had a direct and positive impact on employees’ work engagement. Also, employees’ work engagement had a direct and positive relationship with their job performance and a direct and negative relationship with their turnover intention. In addition, the study revealed that work engagement had significant partial mediating effects, not only on the relationship between job resources and job performance but also on the relationship between job resources and turnover intention within organizations. Research implications, limitations, and recommendations for further research are discussed.     

Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy

Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers’ self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed.     

The influence of family on academic performance of Mozambican university students

Past research indicates that the family plays an important role in academic outcomes. This is an important topic for unequal family contexts such as those in Mozambique. The objective of this study is to explore the influence of family on academic performance and to determine whether self-efficacy and perceived progression mediate this relationship among university students in Mozambique. Testing these influences was proposed to be done through path analysis. The study involved 202 Mozambican university students aged 18 and 58 years (M = 28.36, SD = 8.16, Mdn = 26). Participants were measured on socio-demographic family characteristics, family values and beliefs, family expectations and family support, self-efficacy, goal progress, and academic performance. Overall, the results show that the family did indeed influence academic performance through academic self-efficacy and perception of progress toward academic goals. However, self-efficacy was less influenced by the information provided but more associated with support from material resources. Implications for practice involve interventions aimed to improving family support, which can act as a filter against negative contextual influences. Future research would benefit from exploring other contextual influences, such as those of colleagues and teachers, and their effect on self-efficacy.