), 马晨露1, 白新文3, 诸彦含4,, 鲁云林5, 张庆林1, 刘军2 1 西南大学心理学部, 重庆 400715
2 中国人民大学商学院, 北京 100872
3 中国科学院心理研究所行为科学重点实验室, 北京100101
4 西南大学政治与公共管理学院, 重庆 400715
5 江苏第二师范学院经济与法政学院, 南京 210029
收稿日期:2016-12-30出版日期:2019-02-25发布日期:2018-12-24通讯作者:沈伊默,诸彦含E-mail:shenym1980@126.com基金资助:国家****科学基金项目“组织行为”(71425003);国家自然科学基金面上项目(71872152);国家自然科学基金面上项目(71871214);国家自然科学基金面上项目(31671125);中央高校基本科研业务经费创新团队项目(SWU1709123);重点项目(SWU1709238)Linking abusive supervision with employee creativity: The roles of psychological contract breach and Zhongyong thinking style
SHEN Yimo1,2(), MA Chenlu1, BAI Xinwen3, ZHU Yanhan4,, LU Yunlin5, ZHANG Qinglin1, LIU Jun2 1 School of Psychology, Southwest University, Chongqing 400715, China
2 Business School, Renmin University of China, Beijing 100872, China
3 CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
4 School of Political Science and Public Administration, Southwest University, Chongqing 400715, China
5 School of Business and Law, Jiangsu Second Normal University, Nanjing 210029, China
Received:2016-12-30Online:2019-02-25Published:2018-12-24Contact:SHEN Yimo,ZHU Yanhan E-mail:shenym1980@126.com摘要/Abstract
摘要： 近年来, 辱虐管理与员工创造力的关系受到越来越多研究者的关注。在以往研究的基础上, 本研究构建了一个有调节的中介作用模型, 以探讨中国文化情境下辱虐管理影响员工创造力的中介心理机制及边界条件。采用多阶段-多来源的策略, 以93名主管和369名员工为对象, 通过多水平结构方程建模技术对三阶段主管-员工配对调查所获取的数据进行分析, 结果表明：主管的辱虐管理行为会通过心理契约破坏的中介作用, 对员工创造力产生间接的消极影响; 但该负向的间接关系的强度对高中庸思维者而言较弱。本研究有助于揭示辱虐管理影响员工创造力的心理机制及边界条件, 研究结果对企业员工创造力及创新行为的管理实践也有一定启示。
图/表 5
图1理论框架
图1理论框架表2均值、标准差及变量间的相关关系
| 变量a | M | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|---|---|
| 个体层面 | |||||||||
| 1. 性别 | 1.47 | 0.49 | -- | ||||||
| 2. 年龄 | 1.70 | 0.86 | -0.08 | -- | |||||
| 3. 受教育程度 | 1.23 | 0.43 | -0.08 | -0.22** | -- | ||||
| 4. 任职年限 | 2.50 | 1.31 | -0.03 | 0.53** | -0.12* | -- | |||
| 5. 心理契约破坏 | 3.23 | 1.56 | -0.05 | -0.04 | 0.01 | 0.07 | (0.96) | ||
| 6. 中庸思维 | 2.22 | 0.79 | 0.10 | -0.11* | -0.03 | 0.01 | 0.22** | (0.92) | |
| 7. 员工创造力 | 4.94 | 1.16 | 0.01 | 0.11* | -0.06 | 0.07 | -0.13* | -0.05 | (0.88) |
| 群体层面 | |||||||||
| 1. 辱虐管理 | 1.71 | 0.52 | (0.93) |
表2均值、标准差及变量间的相关关系
| 变量a | M | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|---|---|
| 个体层面 | |||||||||
| 1. 性别 | 1.47 | 0.49 | -- | ||||||
| 2. 年龄 | 1.70 | 0.86 | -0.08 | -- | |||||
| 3. 受教育程度 | 1.23 | 0.43 | -0.08 | -0.22** | -- | ||||
| 4. 任职年限 | 2.50 | 1.31 | -0.03 | 0.53** | -0.12* | -- | |||
| 5. 心理契约破坏 | 3.23 | 1.56 | -0.05 | -0.04 | 0.01 | 0.07 | (0.96) | ||
| 6. 中庸思维 | 2.22 | 0.79 | 0.10 | -0.11* | -0.03 | 0.01 | 0.22** | (0.92) | |
| 7. 员工创造力 | 4.94 | 1.16 | 0.01 | 0.11* | -0.06 | 0.07 | -0.13* | -0.05 | (0.88) |
| 群体层面 | |||||||||
| 1. 辱虐管理 | 1.71 | 0.52 | (0.93) |
表3中庸思维在辱虐管理、心理契约破坏和员工创造力关系间的调节效应分析
| 变量 | 心理契约破坏 | 员工创造力 |
|---|---|---|
| 性别 | -0.26 (0.15) | -0.05 (0.14) |
| 年龄 | -0.21* (0.11) | 0.02 (0.07) |
| 受教育程度 | -0.04 (0.18) | -0.13 (0.17) |
| 任职年限 | 0.03 (0.06) | 0.07 (0.05) |
| 中庸思维 | 0.28* (0.11) | -0.03 (0.07) |
| 辱虐管理 | 1.02** (0.18) | |
| 心理契约破坏 | -0.05 (0.03) | |
| 辱虐管理×中庸思维 | -0.14 (0.22) | |
| 心理契约破坏×中庸思维 | 0.18** (0.07) |
表3中庸思维在辱虐管理、心理契约破坏和员工创造力关系间的调节效应分析
| 变量 | 心理契约破坏 | 员工创造力 |
|---|---|---|
| 性别 | -0.26 (0.15) | -0.05 (0.14) |
| 年龄 | -0.21* (0.11) | 0.02 (0.07) |
| 受教育程度 | -0.04 (0.18) | -0.13 (0.17) |
| 任职年限 | 0.03 (0.06) | 0.07 (0.05) |
| 中庸思维 | 0.28* (0.11) | -0.03 (0.07) |
| 辱虐管理 | 1.02** (0.18) | |
| 心理契约破坏 | -0.05 (0.03) | |
| 辱虐管理×中庸思维 | -0.14 (0.22) | |
| 心理契约破坏×中庸思维 | 0.18** (0.07) |
图2中庸思维在心理契约破坏和员工创造力之间的调节作用
图2中庸思维在心理契约破坏和员工创造力之间的调节作用表4调节-中介模型分析
| 分组统计 | 辱虐管理(X)à心理契约破坏(M)à员工创造力(Y) | 间接效应95%的 置信区间 | |||
|---|---|---|---|---|---|
| 阶段 | 效应 | ||||
| 第一阶段 (PMX) | 第二阶段 (PYM) | 直接效应 (PYX) | 间接效应 (PMX PYM) | ||
| 低中庸思维(-1 SD) | 1.06**(0.18) | -0.12*(0.05) | -0.39** (0.14) | -0.12*(0.05) | [-0.22, -0.03] |
| 高中庸思维(+1 SD) | 1.06**(0.18) | 0.07 (0.05) | -0.39** (0.14) | 0.07(0.06) | [-0.04, 0.19] |
| 组间差异 | 1.06**(0.18) | -0.18**(0.07) | -0.39** (0.14) | -0.19*(0.08) | [-0.37, -0.04] |
表4调节-中介模型分析
| 分组统计 | 辱虐管理(X)à心理契约破坏(M)à员工创造力(Y) | 间接效应95%的 置信区间 | |||
|---|---|---|---|---|---|
| 阶段 | 效应 | ||||
| 第一阶段 (PMX) | 第二阶段 (PYM) | 直接效应 (PYX) | 间接效应 (PMX PYM) | ||
| 低中庸思维(-1 SD) | 1.06**(0.18) | -0.12*(0.05) | -0.39** (0.14) | -0.12*(0.05) | [-0.22, -0.03] |
| 高中庸思维(+1 SD) | 1.06**(0.18) | 0.07 (0.05) | -0.39** (0.14) | 0.07(0.06) | [-0.04, 0.19] |
| 组间差异 | 1.06**(0.18) | -0.18**(0.07) | -0.39** (0.14) | -0.19*(0.08) | [-0.37, -0.04] |
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