A Study on Influence of Psychological Capital of Chinese University Teachers Upon Job Thriving: Based on Motivational Work Behavior as an Intermediary Variable

Abstract

With the continuous development of the information process, a series of revolutionary changes are occurring in universities such as knowledge acquisition methods, teaching methods, as well as the relation between teaching and learning, which lead to new and higher requirements for teaching staff. Combining the development requirements of China’s new era, starting from the perspective of capital development in universities, we should discuss the influence of universities teachers’ psychological capital on job thriving. Through the literature, we found that the psychological capital of universities teachers cannot affect the job thriving directly. Therefore, we would try to find an intermediary variable-motivational work behavior and establish an intermediary model to study the relationship between variables. Through the establishment of models, the use of empirical analysis methods, analysis the data from electronic questionnaires, use software analysis, and we reveal the role of university teachers’ psychological capital on the job thriving, and how to improve teachers’ job thriving, the organization brings greater benefits to provide countermeasures and suggestions and provides more new enlightenment for the management of universities.

Empirical study of factors that influence the perceived usefulness of online mental health community members

“…As shown in Table 5, the direct effect of IQ on PU was present and significant, and the indirect effect of IQ on PU was 0.058, with a t ‐statistic greater than 1.96. The results of the bootstrap analysis with significant mediating effect show that the 95% confidence interval of the indirect effect did not include 0, indicating that an indirect effect existed (Liu et al, 2021). Therefore, the mediating effect was present in our research model, and its size of 14.6% confirmed that the information quality had a mediating effect in the relationship between informativeness and perceived usefulness.…”

The impact of teacher−student relationship on knowledge sharing among Chinese graduate students: The moderating roles of proactive personality

“…Teacher−student relationship is defined as human interplay that developed in the day‐to‐day interaction and communication between teachers and students (Hughes et al, 2012). For graduate students, it is essentially a supportive development relationship between an experienced tutor and a less experienced but promising graduate student (Camas et al, 2021; Liu et al, 2021; Martin & Collie, 2019; Spilt et al, 2011). Especially in the context of China, which emphasizes that “tutor is the first person in charge of graduate student training” (Huang, 2012), teacher−student relationship usually has a significant influence on the life, study and research activities of Chinese graduate students and is a key factor in determining the quality of graduate students training in China (e.g., Li et al, 2022; Liang et al, 2021).…”

Navigating job satisfaction in family firms during crisis

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