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目的:了解该教育机构员工情感承诺在心理资本及其各维度与主观幸福感间的关系。方法:使用Allen和Mayer的情感承诺问卷、温磊修订后的心理资本问卷和段建华修订后的总体幸福感问卷对该机构519名员工进行调查。结果:1总体上,除对健康的担心因子与各因子相关较低外,其他各因子间的相关均有统计学意义;2情感承诺(β=0.310,P<0.001)、希望(β=0.136,P<0.01)与乐观(β=0.134,P<0.01)这3个变量解释了总体主观幸福感20.7%的变异;3路径“心理资本-情感承诺-主观幸福感”的直接效应与中介效应显著。中介效应占总效应的比值为28.7%,中介效应解释了因变量方差变异的27.0%。结论:情感承诺在心理资本与主观幸福感之间存在不完全中介作用。
OBJECTIVE: To understand the relationship between emotional commitment and psychological capital in all educational institutions and their dimensions and subjective well-being. METHODS: A total of 519 employees of the agency were investigated using the Allen and Mayer Emotional Commitment Questionnaire, the revised psychology capital questionnaire by Wen Lei and the revised General Happiness Questionnaire by Duan Jianhua. Results: 1 Overall, the correlations among the other factors were statistically significant except for the low correlation between the factors of health concern and those of health concern; 2 The emotional commitment (β = 0.310, P <0.001), the hope (β = 0.136 , P <0.01) and optimism (β = 0.134, P <0.01) explained the 20.7% variation of overall subjective well-being. The direct effect of 3-path “psychological capital-affective commitment- subjective well-being” Mediation effect is significant. The mediating effect accounted for 28.7% of the total effect, and the mediating effect explained 27.0% of the variance of the dependent variable. Conclusion: Emotional commitment has an incomplete intermediary role between psychological capital and subjective well-being.