大学生付出-回报失衡与积极心理资本的关系：社会支持的中介作用

朱阳莉; 陶云

doi:10.6054/j.jscnun.2022035

大学生付出-回报失衡与积极心理资本的关系：社会支持的中介作用

doi: 10.6054/j.jscnun.2022035

朱阳莉^{1, 2},
陶云^1, ,

1.
云南师范大学教育学部，昆明 650500
2.
云南师范大学学生处，昆明 650500

基金项目:

云南省2020年度哲学社会科学规划教育学项目 AFSZ20010

详细信息

通讯作者:
陶云，Email: taoyun2011@126.com

中图分类号: G444
计量
- 文章访问数: 52
- HTML全文浏览量: 27
- PDF下载量: 27
- 被引次数: 0
出版历程
- 收稿日期: 2021-07-04
- 网络出版日期: 2022-05-12
- 刊出日期: 2022-04-25

The Relationship Between Effort-reward Imbalance and Positive Psychological Capital of College Students: The Mediating Role of Social Support

ZHU Yangli^{1, 2},
TAO Yun^{1
, ,}

1.
Faculty of Education, Yunnan Normal University, Kunming 650500, China
2.
Department of Student Affairs, Yunnan Normal University, Kunming 650500, China

摘要

摘要: 基于付出-回报失衡模型，以1 318名大学生为被试，采用大学生付出-回报失衡问卷、领悟社会支持量表和积极心理资本问卷，探讨社会支持在付出-回报失衡与积极心理资本之间的中介作用及此作用在不同生源地类型群体中的差异性。结果发现：(1)付出-回报失衡感与过度投入显著正相关，与社会支持、积极心理资本显著负相关；过度投入与社会支持显著负相关，与积极心理资本显著正相关；社会支持与积极心理资本显著正相关。(2)社会支持在付出-回报失衡感与积极心理资本之间起部分中介作用。(3)过度投入与积极心理资本之间存在社会支持的遮掩效应。(4)不同生源地类型学生能够调节付出-回报失衡感与社会支持之间的关系，在城市学生中，付出-回报失衡感对感知社会支持程度的影响相较于农村学生而言更加明显。
- 付出-回报失衡感 /
- 过度投入 /
- 社会支持 /
- 积极心理资本 /
- 中介作用 /
- 遮掩效应
Abstract: Based on the effort-reward imbalance model, the mediating effects of social support between effort-reward imbalance and positive psychological capital of college students were examined and the question whether the effects were different on urban and rural students was explored. The participants were 1 318 college students, who completed questionnaires, including the Effort-Reward Imbalance for University Students (ERIUS), the Perceived Social Support Scale (PSSS) and the Positive Psycap Questionnaire (PPQ). The results are as follows. First, the effort-reward ratio (ERR) was positively correlated with over-commitment and negatively correlated with social support and positive psychological capital; over-commitment was negatively correlated with social support and positively correlated with positive psychological capital; and social support was positively correlated with positive psychological capital. Second, social support partially mediated the relationship between ERR and positive psychological capital. Third, the relationship between over-commitment and positive psychological capital was suppressed by social support. Fourth, the relationship between ERR and social support was significantly moderated by whether co-llege students were from urban or rural areas. Compared with the rural students, the influence of ERR on social support is more obvious among urban students.
- effort-reward ratio /
- over-commitment /
- social support /
- positive psychological capital /
- mediating role /
- suppressing effect

HTML全文

图 1 社会支持在大学生付出-回报失衡与积极心理资本间的中介模型

注：模型中所有变量均为连续变量，图中数值均为标准化回归系数。

Figure 1. The model of social support mediation between college students' effort-reward imbalance and positive psychological capital

下载: 全尺寸图片幻灯片

表 1 不同人口学特征在研究变量上的差异

Table 1. The difference of demographic factors on the main variables

人口学统计学指标		统计值	付出-回报失衡感	过度投入	社会支持	积极心理资本
性别	男	x±s	0.94±0.37	13.70±3.07	58.53±12.34	116.15±14.82
	女	x±s	0.92±0.28	12.78±2.91	60.09±12.23	115.82±15.07
		t值	-0.72	5.20^***	-2.13^*	0.37
师范生与否	师范生	x±s	0.92±0.30	13.02±2.95	59.26±12.34	115.82±15.18
	非师范生	x±s	0.93±0.33	13.15±3.08	60.50±12.10	116.20±14.50
		t值	-0.55	-0.71	-1.65	-0.41
生源地类型	城市	x±s	0.93±0.29	13.15±3.05	59.81±12.93	116.47±15.90
	农村	x±s	0.93±0.32	13.01±2.95	59.51±11.94	115.65±14.50
		t值	0.19	0.84	0.42	0.91
独生子女与否	独生子	x±s	0.92±0.29	13.08±3.17	59.88±12.25	116.27±15.76
	非独生子	x±s	0.93±0.31	13.05±2.90	59.49±12.30	115.77±14.65
		t值	-0.37	0.20	0.53	0.56
困难学生与否	困难生	x±s	0.93±0.33	13.12±2.92	59.35±11.86	115.91±14.83
	非困难生	x±s	0.92±0.28	13.00±3.05	59.88±12.71	115.93±15.17
		t值	0.66	0.73	-0.79	-0.03
注：N=1 318；检验数值通过四舍五入保留2位小数，*表示P＜0.001，表示P＜0.01，*表示P＜0.05，下同。

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表 2 不同付出-回报失衡水平下大学生积极心理资本和社会支持的评分比较

Table 2. The comparison of scores of college students' positive psychological capital and social support under different levels of effort-reward imbalance

衡量标准	人数	统计值	社会支持	积极心理资本
付出-回报失衡感≤1	882	x±s	60.61±11.96	117.45±14.67
付出-回报失衡感＞1	436	x±s	57.58±12.68	112.82±15.17
		t值	-4.24	-5.34
		P值	＜0.001	＜0.001
过度投入≤16	1 177	x±s	59.80±12.01	115.49±14.61
过度投入＞16	141	x±s	58.06±14.29	119.51±17.51
		t值	-1.39	2.62
		P值	0.17	＜0.05
注：付出-回报失衡感和过度投入均为二分类变量。

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表 3 大学生付出-回报失衡感、过度投入与社会支持和积极心理资本的相关分析

Table 3. The descriptive statistical correlation of the main variables

研究变量	付出-回报失衡感	过度投入	积极心理资本	社会支持
付出-回报失衡感	—
过度投入	0.11^**	—
积极心理资本	-0.13^**	0.11^**	—
社会支持	-0.16^**	-0.12^**	0.35^**	—
M	0.93	13.06	115.92	59.61
SD	0.31	2.99	14.99	12.28
注：付出-回报失衡感为连续变量。

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表 4 中介效应模型检验各路径分析表

Table 4. The mediating effect of different paths

效应	路径	效应量	标准误	95%置信区间
直接效应	付出-回报失衡感→积极心理资本	-0.13	0.03	[-0.19，-0.07]
中介效应	付出-回报失衡感→社会支持→积极心理资本	-0.07	0.02	[-0.11，-0.03]
直接效应	过度投入→积极心理资本	0.12	0.04	[0.06，0.18]
中介效应	过度投入→社会支持→积极心理资本	-0.05	0.01	[-0.08，-0.02]

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表 5 中介模型在城市学生与农村学生群体间的路径系数差异比较

Table 5. The comparison of path coefficient differences between urban and rural student groups under the mediation model

路径	城市学生		农村学生		临界比率值
路径	β	P	β	P	临界比率值
付出-回报失衡感→社会支持	-0.236	0.000	-0.119	0.000	2.254
社会支持→积极心理资本	0.509	0.000	0.430	0.000	-1.148
付出-回报失衡感→积极心理资本	-0.044	0.368	-0.169	0.000	-1.804
过度投入→社会支持	-0.169	0.000	-0.080	0.023	1.537
过度投入→积极心理资本	0.114	0.028	0.130	0.000	0.158

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