利他动机对中小学教师知识共享的影响——组织认同和组织支持感的调节作用

doi:10.16187/j.cnki.issn1001-4918.2019.04.05

摘要/Abstract

摘要： 为探讨利他动机、组织认同和组织支持感对知识共享的影响，选取北京市不同学区的20所中小学校的教师进行问卷调查，使用利他行为问卷、组织认同问卷、组织支持感问卷和知识共享问卷获得有效数据1342份。结果发现：（1）中小学教师的利他动机对其知识共享具有显著的正向预测作用；（2）组织认同在中小学教师利他动机与知识共享之间起到调节作用；（3）组织支持感对中小学教师利他动机与组织认同对知识共享的交互效应具有高阶调节作用。本研究检验了个体因素（利他动机）与组织因素（组织认同、组织支持感）变量对知识共享的共同作用，对提升中小学教师知识共享具有一定的指导作用。

关键词: 利他动机, 知识共享, 组织认同, 组织支持感, 中小学教师

Abstract: The present study constructs a higher-order moderation model to examine whether organizational identification moderates the relation between altruistic motivation and knowledge sharing, and whether this interaction of altruistic motivation and organizational identification is moderated by perceived organizational support. With questionnaire survey method,1342 primary and secondary school teachers completed the questionnaire. The research tools included measures of altruistic behavior, perceived organizational support, organizational identification, and knowledge sharing. The results indicated that:(1) Altruistic motivation has a positive effect on knowledge sharing; (2) Organizational identification moderates the relationship between altruistic motivation and knowledge sharing; (3) Perceived organizational support has a reverse higher-order moderation effect on the interaction of altruistic motivation and organizational identification on knowledge sharing. This study validates the combined influence of individual factors (e.g. altruistic motivation), and organizational factors (e.g. perceived organizational support, and organizational identification), which plays a guiding role on improving primary and secondary school teachers' knowledge sharing.

Key words: altruistic motivation, knowledge sharing, organizational identification, perceived organizational support, primary and secondary school teachers

中图分类号:

B844

郑建君, 付晓洁. 利他动机对中小学教师知识共享的影响——组织认同和组织支持感的调节作用[J]. 心理发展与教育, 2019, 35(4): 421-429.

ZHENG Jianjun, FU Xiaojie. The Influence of Altruistic Motivation on Knowledge Sharing of Primary and Secondary School Teachers: The Moderating Roles of Organizational Identification and Perceived Organizational Support[J]. Psychological Development and Education, 2019, 35(4): 421-429.

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