Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (4): 421-429.doi: 10.16187/j.cnki.issn1001-4918.2019.04.05

Previous Articles     Next Articles

The Influence of Altruistic Motivation on Knowledge Sharing of Primary and Secondary School Teachers: The Moderating Roles of Organizational Identification and Perceived Organizational Support

ZHENG Jianjun1, FU Xiaojie2   

  1. 1. Institute of Political Science, Chinese Academy of Social Sciences, Beijing 100732;
    2. The High School Affiliated to BISU and Center for Elementary Education Research, Beijing International Studies University, Beijing 100024
  • Published:2019-08-28

RichHTML

PDF (PC)

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

CLC Number: 

  • B844
Bartol, K. M., & Srivastava, A. (2002). Encouraging knowledge sharing:The role of organizational reward systems. Journal of Leadership & Organizational Studies, 9(1), 64-76.
Bateman, T. S., & Organ, D. W. (1983). Job satisfaction and the good soldier:The relationship between affect and employee "citizenship". Academy of Management Journal, 26(4), 587-595.
Bock, G. W., & Kim, Y. G. (2002). Breaking the myths of rewards:An exploratory study of attitudes about knowledge sharing. Information Resources Management Journal, 15(2), 14-21.
Bowler, W. M., & Brass, D. J. (2006). Relational correlates of interpersonal citizenship behavior:A social network perspective. Journal of Applied Psychology, 91(1), 70-82.
Carmeli, A., Atwater, L., & Levi, A. (2011). How leadership enhances employees' knowledge sharing:The intervening roles of relational and organizational identification. Journal of Technology Transfer, 36(3), 257-274.
Chang, H. H., & Chuang, S. S. (2011). Social capital and individual motivations on knowledge sharing:Participant involvement as a moderator. Information & Management, 48(1), 9-18.
Constant, D., Kiesler, S., & Sproull, L. (1994). What's Mine is Ours, or is It? A Study of Attitudes about Information Sharing. Information Systems Research, 5(4), 400-421.
Coyle-Shapiro, A. M. (2002). A psychological contract perspective on organizational citizenship behavior. Journal of Organizational Behavior, 23(8), 927-946.
Coyle-Shapiro, A. M., Kessler, I., & Purcell, J. (2004). Exploring organizationally directed citizenship behaviour:Reciprocity or "It's my Job"? Journal of Management Studies, 41(1), 85-106.
Cropanzano, R., & Mitchell, M. S. (2005). Social exchange theory:An interdisciplinary review. Journal of Management, 31(6), 874-900.
Davenport, T. H., & Prusak, L. (2000). Working knowledge:How organizations manage what they know. Boston, MA:Harvard Business School Press.
Dawson, J. F., & Richter, A. W. (2006). Probing three-way interactions in moderated multiple regression:Development and application of a slope difference test. Journal of Applied Psychology, 91(4), 917-926.
Dukerich, J. M., Golden, B. R., & Shortell, S. M. (2002). Beauty is in the eye of the beholder:The impact of organizational identification, identity, and image on the cooperative behaviors of physicians. Administrative Science Quarterly, 47(3), 507-533.
Edwards, M. R. (2009). HR, perceived organizational support and organizational identification:An analysis after organizational formation. Human Resource Management Journal, 19(1), 91-115.
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500-507.
He, H., Pham, H. Q., Baruch, Y., & Zhu, W. (2014). Perceived organizational support and organizational identification:Joint moderating effects of employee exchange ideology and employee investment. International Journal of Human Resource Management, 25(20), 2772-2795.
Jeung, C. W., Yoon, H. J., & Choi, M. (2017). Exploring the affective mechanism linking perceived organizational support and knowledge sharing intention:A moderated mediation model. Journal of Knowledge Management, 21(3), 946-960.
King, W. R., & Marks, P. V. (2008). Motivating knowledge sharing trough a knowledge management system. International Journal of Management Science, 36(1), 131-146.
Lin, H. (2007). Effects of extrinsic and intrinsic motivation on employee knowledge sharing intentions. Journal of Information Science, 33(2), 135-149.
Mael, F. A., & Ashforth, B. E. (1995). Loyal from day one:Biodata, organizational identification, and turnover among newcomers. Personnel Psychology, 48(2), 309-333.
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support:A review of the literature. Journal of Applied Psychology, 87(4), 698-714.
Silins, H., & Mulford, B. (2002). Schools as learning organisations. Journal of Educational Administration, 150(5), 365-376.
Srivastava, A., Bartol, K. M., & Locke, E. A. (2006). Empowering leadership in management teams:Effects on knowledge sharing, efficacy, and performance. Academy of Management Journal, 49(6), 1239-1251.
Stinglhamber, F., Gillis, C., Teixeira, C. P., & Demoulin, S. (2013). To be or not to be unionized? A question of organizational support and identification. Journal of Personnel Psychology, 12(12), 92-96.
Tawadros, T. (2015). Developing the theater of leadership:An exploration of practice and the need for research. Advances in Developing Human Resources, 17(3), 14-15.
Van Knippenberg, D., Van Dick, R., & Tavares, S. (2007). Social identity and social exchange:Identification, support, and withdrawal from the job. Journal of Applied Social Psychology, 37(3), 457-477.
Wang, S., & Noe, R. A. (2010). Knowledge sharing:A review and directions for future research. Human Resource Management Review, 20(2), 115-131.
Wu, W. L., Lin, C. H., Hsu, B. F., & Yeh, R. S. (2009). Interpersonal trust and knowledge sharing:Moderating effects of individual altruism and a social interaction environment. Social Behavior & Personality an International Journal, 37(1), 83-93.
Zhu, Y. Q. (2016). Solving knowledge sharing disparity:The role of team identification, organizational identification, and in-group bias. International Journal of Information Management, 36(6), 1174-1183.
曹科岩. (2012). 不同动机因素对教师知识分享行为的影响机制——基于广东高校的实证研究. 现代教育科学, (7), 51-55.
曹科岩, 戴健林. (2010). 人力资源管理实践、组织支持感与员工知识分享行为关系研究. 科技管理研究, (24), 120-124.
陈世平, 胡艳军, 王晓庄. (2011). 高校教师知识共享态度的相关研究. 心理与行为研究, 9(4), 251-255.
高中华, 赵晨. (2014). 工作场所的组织政治会危害员工绩效吗?基于个人-组织契合理论的视角. 心理学报, 46(8), 1124-1143.
姜红, 孙健敏, 姜金秋. (2017). 高校教师人格特征与工作绩效的关系:组织认同的调节作用. 教师教育研究, 29(1), 79-86.
金盛华, 郑建君, 辛志勇. (2009). 当代中国人价值观的结构与特点. 心理学报, 41(10), 1000-1014.
李文忠, 王丽艳. (2013). 乐于助人、自我效能与组织支持感对知识分享行为的交互作用研究. 科技管理研究, (24), 162-166.
李晓巍, 胡心怡, 王萍萍, 赵静, 黄婧媛, 刘力. (2006). 人际关系对归因过程及助人意愿的影响. 中国健康心理学杂志, 14(1), 7-10.
李志宏, 朱桃, 赖文娣. (2010). 高校创新型科研团队隐性知识共享意愿研究. 科学学研究, 28(4), 581-590.
刘智强, 邓传军, 廖建桥, 龙立荣. (2015). 组织支持、地位认知与员工创新:雇佣多样性视角. 管理科学学报, 18(10), 80-94.
田立法. (2015). 高承诺工作系统驱动知识共享:信任关系的中介作用及性别的调节作用. 管理评论, 27(6), 148-159.
王健. (2005). 促进教师个人知识共享的学校知识管理策略. 教育理论与实践, 25(8), 1-3.
吴南中, 刘云艳, 彭飞霞. (2011). 幼儿教师人际信任与知识分享意愿的关系——兼论知识分享动机的调节作用. 学前教育研究, 201(9), 47-54.
杨玉浩, 龙君伟. (2008). 企业员工知识分享行为的结构与测量. 心理学报, 40(3), 350-357.
于米. (2011). 个人/集体主义倾向与知识分享意愿之间的关系研究:知识活性的调节作用. 南开管理评论, 14(6), 149-157.
赵书松, 廖建桥. (2013). 关系绩效考核对员工知识共享行为影响的实证研究. 管理学报, 10(9), 1323-1329.
钟山, 金辉, 赵曙明. (2015). 中国传统文化视角下高校教师教育博客知识共享意愿研究. 管理学报, 12(11), 1607-1613.
周海龙, 田艳辉, 王明辉, 李永鑫. (2014). 真实型领导对教师知识分享行为的影响:组织支持感的中介和调节作用. 心理与行为研究, 12(2), 212-219.
[1] LIU Wen, WANG Yining, ZHANG Jiaqi, CHE Hanbo. The Relationship Between Creative Personality and Deceptive Behaviors in Children Aged 9~11: The Moderating Effect of Parent-child Communication Quality [J]. Psychological Development and Education, 2021, 37(4): 508-516.
[2] LI Yong-xin, LI Xiao-yu, ZHANG Na, SHEN Jiliang. Relations between Organizational Competitions and Teachers' Organizational Identification [J]. Psychological Development and Education, 2010, 26(1): 37-41,66.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd