高校课堂教学心理契约的履行机制研究
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摘要
心理契约是一种复杂的心理结构，是个体与组织间的内隐契约，蕴含在组织行为中的，双方对彼此应履行的责任义务的期望和认知。心理契约的持续性，取决于双方应尽职责与期望之间的铆合度。当前，心理契约的研究主要聚焦在心理契约的内容与结构的发展，和心理契约的履行过程。前者是本体性的心理成分及彼此间关系的探讨；后者是功能性探讨，着眼于影响心理契约运转的前置变量研究、心理契约对后置变量的促进功能研究、以及心理契约良性运转的机制性研究。目前，心理契约的研究成果基本以通识性的研究结论为主。但是从心理契约的本质性内涵出发，心理契约的研究应该是：囿于特定组织背景之下，针对具体领域内的特定群体，探讨契约主体的心理契约内容和结构，探讨动态的发展过程和该情境下的运行效能、影响因素、及其履行机制。聚焦在特定组织群体的研究，才能使研究满足高度生态化的基本要求，使理论研究和实践研究紧密结合。
高校课堂教学过程中，教师水平、教学实践和有效的课堂教学管理是决定教学质量的三个主要因素。因此，有必要对高校课堂教学心理契约的履行机制进行深入研究，提高其应用性和可操作性。在高校课堂教学过程中，分析心理契约的基本内容和结构；了解心理契约履行的现状及心理契约履行的动态过程，探讨心理契约对课堂教学的促进作用机理；用干预研究方法，考察心理契约运行中的影响因素，构建高校课堂教学过程中的心理契约履行机制结构模型；如何有效提升高校课堂教学过程中心理契约的效能，是本研究的基本框架。研究课堂教学中师生的合理期望、应该履行的责任义务，对提高课堂教学质量和培养人才质量具有重要的实践意义。
研究的基本内容包括前期理论研究状况与成果的梳理，检核了存在的问题，论证了研究主题确立的合理性。其次，分析了高校课堂教学心理契约的结构和内容，编制了高校课堂教学心理契约学生量表和教师量表，形成有效测量工具。第三，探讨了高校课堂教学心理契约的履行现状。第四，根据高校课堂教学心理契约现状，解析影响心理契约运行的主要因素，在此基础上深入探讨了课堂教学心理契约的影响机制，并构建了课堂教学心理契约的动态履行模型。第五，借助干预研究，提出了有效提升高校课堂教学心理契约水平的建议与可执行的措施。
研究结果表明：
（1）高校课堂教学心理契约学生责任包括现实责任、发展责任和自我教育责任三个维度；教师责任包括现实责任、发展责任、培养发展能力的责任和管理责任四个维度。高校课堂教学心理契约量表信效度良好。
（2）高校课堂教学心理契约中的师生期望值教高，但是实际履行责任义务的行为与期望值差异较大，课堂教学心理契约水平还处在较低水平。不同的教师履行课堂教学责任义务存在显著差异，责任履行最好的教师与学生期望值接近，但是与期望值有一定的差距，有13.56%的学生认为责任履行最好的老师已经达到或超出学生的期望值，因此，教师通过认真履行责任义务提高课堂教学心理契约水平是可行的。
（3）高校课堂教学心理契约履行在学习动机、学业自我效能感、学习倦怠等三个因素及课堂教学满意度之间分别起到完全中介作用。
（4）师生沟通、师生关系在教师责任履行和学生责任履行中间起到调节作用。
（5）提出并验证了高校课堂教学心理契约的动态履行机制模型，模型拟合指标达到理想值。
（6）通过实验证明，师生沟通对学生履行课堂教学责任有影响，其中，发展责任和自我教育责任两个维度对学生履行课堂教学责任有显著影响，P0.05。师生积极互动对学生履行课堂教学责任有显著影响，P0.001。
Psychological contract is a kind of complex psychological structure, beingimplicit and contained in the organizational behavior, is a sum of expectationand cognition of two sides should fulfill the responsibilities and obligations for eachothers. The persistent of psychological contract depends on the relationship betweenduty and expectation of both sides. At present, the development of psychologicalcontract research mainly focuses on the content and structure of psychologicalcontract, psychological contract fulfillment process. The former is to explore theontology component of the psychological contract and the relationship between thesecomponents. And the latter is a functional study, focusing on research of how thepre-variables affect the psychological contract, and how the psychological contractaffect the postpositive variables, as well as the research of the mechanism of thebenign operation of psychological contract. At present, the research of psychologicalcontract is usually aiming at the general conclusions.
But from the essential connotation of psychological contract, the psychologicalcontract research should be focusing on specific organizational context, for specificgroups in specific areas, discussing the content and structure of the contract subject,to explore the mechanism of dynamic development process and the situationof operation efficiency, influence factors, and its performance mechanism. Only theresearch focusing on the specific tissues, we can meet the basic height of the ecology,then can put the theory research and practice research closely.
The process of teaching, teachers, teaching practice and effective classroommanagement are the three main factors to determine the quality of classroom teaching.Therefore, it is necessary to further study the mechanism of the psychological contractin classroom teaching and its application and operability. The basic framework of thestudy is: analysis the basic content and structure of psychological contract, understandthe current situation of the dynamic process of psychological contract fulfillment, toexplore the promotion mechanism of psychological contract on classroom teaching;using intervention research methods to discuss Influencing factors in the operationof the psychological contract, constructing the fulfilling mechanism structure model of psychological contract in classroom teaching; and how to improve the effectivenessof psychological contract in the process of classroom teaching. Researching thereasonable expectations and the duty and obligation of teachers and students inclassroom teaching, has important practical significance to improve the quality ofteaching and talent training quality.
In this paper, first reviews the existing research achievements of psychologicalcontract in college classroom teaching, and prove the necessity of this research.Second, analyzes the structure and contents of college classroom teachingpsychological contract, developed the scale for main measuring tool, including thescale for students and teachers. Then, measurement with the scales and analysis wasdone on the fulfillment status of psychological contract in college classroom teaching.As the point of this research is to analysis the mechanism of the psychologicalcontract in college classroom teaching, the fulfillment situation of psychologicalcontract in college classroom teaching has proves the necessity of psychologicalcontract fulfillment mechanism. Therefore, after analyzing the influencing factorsof college classroom teaching psychological contract, analyzed theinfluencing mechanism of college classroom teaching psychological contract. On thisbasis, the dynamic college classroom teaching psychological contract fulfillmentmechanism was put forward and proved. After that, an intervention study on collegeclassroom teaching psychological contract was carried out of according to thedynamic fulfillment mechanism of psychological contract. Finally, discusses howto use the research results to improve the level of psychological contract in collegeclassroom teaching.
The results show that:
(1) The students’ responsibility of psychological contract in college classroomteaching includes three dimensions: realistic responsibility, developmentresponsibility and self-education responsibility; and teachers’ responsibility includerealistic responsibility, development responsibility, responsibility of foster andmanagement responsibility. The psychological contract scale in college classroomteaching had good reliability and validity.
(2) The teachers and students’ expectations of psychological contract inclassroom teaching are high, but there are differences in performance behavior andexpectations. The psychological contract level of college classroom teaching is stilllower. Different teachers’ actions of fulfill their teaching responsibilities andobligations exist significant differences, responsibility to fulfill expectations of the best teachers are close to students’ values, but there is a certain expectations gap inthe midst of students’ expectations and teacher’ behavior. However,13.56%of thestudents believe that the teachers who fulfilled their responsibility well has reachedor exceeded the expectations of students, therefore, it is feasible that improve the levelof the psychological contract by teachers conscientiously fulfill the responsibilitiesand obligations of classroom teaching.
(3) The psychological contract fulfillment in college classroom teachingplays full intermediary role between three factors: students' learning motivation, self-efficacy, learning burnout and one factors: the satisfaction of classroom teaching.
(4) The communication between teachers and students and teacher-studentrelationship plays regulating effect in the middle of teachers’ responsibility fulfill-ment and students’ responsibility fulfillment.
(5) Proposed and verified the dynamic fulfillment model of psychologicalcontract in college classroom teaching. The fitting index of the model reachesthe ideal value.
(6) Proved by experiments that the teachers-students communication influencethe students’ classroom duty performance. Among them, two dimensions of whichdevelopment responsibility and self-education responsibility has a significant impacton the students’ responsibility fulfillment, P0.05. Positive interaction of teacher andstudents has a significant influence on the students’ classroom performance, P0.001.
高校课堂教学过程中，教师水平、教学实践和有效的课堂教学管理是决定教学质量的三个主要因素。因此，有必要对高校课堂教学心理契约的履行机制进行深入研究，提高其应用性和可操作性。在高校课堂教学过程中，分析心理契约的基本内容和结构；了解心理契约履行的现状及心理契约履行的动态过程，探讨心理契约对课堂教学的促进作用机理；用干预研究方法，考察心理契约运行中的影响因素，构建高校课堂教学过程中的心理契约履行机制结构模型；如何有效提升高校课堂教学过程中心理契约的效能，是本研究的基本框架。研究课堂教学中师生的合理期望、应该履行的责任义务，对提高课堂教学质量和培养人才质量具有重要的实践意义。
研究的基本内容包括前期理论研究状况与成果的梳理，检核了存在的问题，论证了研究主题确立的合理性。其次，分析了高校课堂教学心理契约的结构和内容，编制了高校课堂教学心理契约学生量表和教师量表，形成有效测量工具。第三，探讨了高校课堂教学心理契约的履行现状。第四，根据高校课堂教学心理契约现状，解析影响心理契约运行的主要因素，在此基础上深入探讨了课堂教学心理契约的影响机制，并构建了课堂教学心理契约的动态履行模型。第五，借助干预研究，提出了有效提升高校课堂教学心理契约水平的建议与可执行的措施。
研究结果表明：
（1）高校课堂教学心理契约学生责任包括现实责任、发展责任和自我教育责任三个维度；教师责任包括现实责任、发展责任、培养发展能力的责任和管理责任四个维度。高校课堂教学心理契约量表信效度良好。
（2）高校课堂教学心理契约中的师生期望值教高，但是实际履行责任义务的行为与期望值差异较大，课堂教学心理契约水平还处在较低水平。不同的教师履行课堂教学责任义务存在显著差异，责任履行最好的教师与学生期望值接近，但是与期望值有一定的差距，有13.56%的学生认为责任履行最好的老师已经达到或超出学生的期望值，因此，教师通过认真履行责任义务提高课堂教学心理契约水平是可行的。
（3）高校课堂教学心理契约履行在学习动机、学业自我效能感、学习倦怠等三个因素及课堂教学满意度之间分别起到完全中介作用。
（4）师生沟通、师生关系在教师责任履行和学生责任履行中间起到调节作用。
（5）提出并验证了高校课堂教学心理契约的动态履行机制模型，模型拟合指标达到理想值。
（6）通过实验证明，师生沟通对学生履行课堂教学责任有影响，其中，发展责任和自我教育责任两个维度对学生履行课堂教学责任有显著影响，P0.05。师生积极互动对学生履行课堂教学责任有显著影响，P0.001。
Psychological contract is a kind of complex psychological structure, beingimplicit and contained in the organizational behavior, is a sum of expectationand cognition of two sides should fulfill the responsibilities and obligations for eachothers. The persistent of psychological contract depends on the relationship betweenduty and expectation of both sides. At present, the development of psychologicalcontract research mainly focuses on the content and structure of psychologicalcontract, psychological contract fulfillment process. The former is to explore theontology component of the psychological contract and the relationship between thesecomponents. And the latter is a functional study, focusing on research of how thepre-variables affect the psychological contract, and how the psychological contractaffect the postpositive variables, as well as the research of the mechanism of thebenign operation of psychological contract. At present, the research of psychologicalcontract is usually aiming at the general conclusions.
But from the essential connotation of psychological contract, the psychologicalcontract research should be focusing on specific organizational context, for specificgroups in specific areas, discussing the content and structure of the contract subject,to explore the mechanism of dynamic development process and the situationof operation efficiency, influence factors, and its performance mechanism. Only theresearch focusing on the specific tissues, we can meet the basic height of the ecology,then can put the theory research and practice research closely.
The process of teaching, teachers, teaching practice and effective classroommanagement are the three main factors to determine the quality of classroom teaching.Therefore, it is necessary to further study the mechanism of the psychological contractin classroom teaching and its application and operability. The basic framework of thestudy is: analysis the basic content and structure of psychological contract, understandthe current situation of the dynamic process of psychological contract fulfillment, toexplore the promotion mechanism of psychological contract on classroom teaching;using intervention research methods to discuss Influencing factors in the operationof the psychological contract, constructing the fulfilling mechanism structure model of psychological contract in classroom teaching; and how to improve the effectivenessof psychological contract in the process of classroom teaching. Researching thereasonable expectations and the duty and obligation of teachers and students inclassroom teaching, has important practical significance to improve the quality ofteaching and talent training quality.
In this paper, first reviews the existing research achievements of psychologicalcontract in college classroom teaching, and prove the necessity of this research.Second, analyzes the structure and contents of college classroom teachingpsychological contract, developed the scale for main measuring tool, including thescale for students and teachers. Then, measurement with the scales and analysis wasdone on the fulfillment status of psychological contract in college classroom teaching.As the point of this research is to analysis the mechanism of the psychologicalcontract in college classroom teaching, the fulfillment situation of psychologicalcontract in college classroom teaching has proves the necessity of psychologicalcontract fulfillment mechanism. Therefore, after analyzing the influencing factorsof college classroom teaching psychological contract, analyzed theinfluencing mechanism of college classroom teaching psychological contract. On thisbasis, the dynamic college classroom teaching psychological contract fulfillmentmechanism was put forward and proved. After that, an intervention study on collegeclassroom teaching psychological contract was carried out of according to thedynamic fulfillment mechanism of psychological contract. Finally, discusses howto use the research results to improve the level of psychological contract in collegeclassroom teaching.
The results show that:
(1) The students’ responsibility of psychological contract in college classroomteaching includes three dimensions: realistic responsibility, developmentresponsibility and self-education responsibility; and teachers’ responsibility includerealistic responsibility, development responsibility, responsibility of foster andmanagement responsibility. The psychological contract scale in college classroomteaching had good reliability and validity.
(2) The teachers and students’ expectations of psychological contract inclassroom teaching are high, but there are differences in performance behavior andexpectations. The psychological contract level of college classroom teaching is stilllower. Different teachers’ actions of fulfill their teaching responsibilities andobligations exist significant differences, responsibility to fulfill expectations of the best teachers are close to students’ values, but there is a certain expectations gap inthe midst of students’ expectations and teacher’ behavior. However,13.56%of thestudents believe that the teachers who fulfilled their responsibility well has reachedor exceeded the expectations of students, therefore, it is feasible that improve the levelof the psychological contract by teachers conscientiously fulfill the responsibilitiesand obligations of classroom teaching.
(3) The psychological contract fulfillment in college classroom teachingplays full intermediary role between three factors: students' learning motivation, self-efficacy, learning burnout and one factors: the satisfaction of classroom teaching.
(4) The communication between teachers and students and teacher-studentrelationship plays regulating effect in the middle of teachers’ responsibility fulfill-ment and students’ responsibility fulfillment.
(5) Proposed and verified the dynamic fulfillment model of psychologicalcontract in college classroom teaching. The fitting index of the model reachesthe ideal value.
(6) Proved by experiments that the teachers-students communication influencethe students’ classroom duty performance. Among them, two dimensions of whichdevelopment responsibility and self-education responsibility has a significant impacton the students’ responsibility fulfillment, P0.05. Positive interaction of teacher andstudents has a significant influence on the students’ classroom performance, P0.001.
引文
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