摘要
针对656名高校教师的调查数据,以科研注意力和焦虑情绪为中介变量,探讨了科研考核压力对高校教师科研非伦理行为和教学非伦理行为的影响机制。研究表明,科研考核挑战性压力和科研注意力正相关,并通过科研注意力对科研非伦理行为具有负向影响,对教学非伦理行为具有正向影响;科研阻断性压力和科研注意力负相关,并通过科研注意力对科研非伦理行为和教学非伦理行为具有正向影响。这2种压力都通过焦虑情绪对2种非伦理行为具有正向影响。最后,结合分析结果,提出了相关管理启示。
Based on the survey data of 656 university teachers, the research explores the impacts of academic appraisal stressors on university teachers＇ academic unethical behaviors and teaching un- ethical behaviors with academic attention and anxiety as mediating variables. The results show that： challenge stressors have direct positive impact on academic attention, and have negative and positive impact on academic unethical behaviors and teaching unethical behaviors respectively; hindrances stressors have direct negative impact on academic attention, and have positive impact on both of aca- demic unethical behaviors and teaching unethical behaviors; both of stressors have direct positive im- pact on anxiety, and also have indirect positive effect on the two kinds of unethical behaviors through anxiety. Finally, the empirical results and the management implication are discussed.
出处
《管理学报》
CSSCI
北大核心
2014年第3期360-366,共7页
Chinese Journal of Management
基金
国家自然科学基金资助项目(70972016)
教育部人文社会科学研究青年基金资助项目(10YJC630376)
关键词
科研考核压力
科研非伦理行为
教学非伦理行为
科研注意力
焦虑情绪
academic appraisal stressor
academic unethical behaviors
teaching unethical behav-iors
academic attention
anxiety
