社会与工程心理学研究室知识库

角色边界有助于构建和划分人们不同的生活角色（Matthews, Barnes Farrell & Bulger, 2010）。这些界限不是固定的，他们有一定程度的灵活性，也称：边界弹性。对于在职研究生来说，边界弹性已被证明有助于工作-家庭领域的角色调整（Moazami et al., 2015; Peters & Blomme, 2019），但尚不清楚这种弹性如何影响在职研究生的工作和学业方面。本文基于资源保护理论和角色边界理论， 探索在职研究生群体中的工作-学业边界弹性对学业投入及组织忠诚的影响。

本研究共包含两个研究。研究一为质性研究。使用目标性随机抽样，对被试进行半结构式访谈调查，并提炼出学业和工作两种不同视角下的三个核心类属，分别为：工作-学业边界弹性、学习动机与目标导向、组织忠诚与工作-学业平衡。具体来说，工作-学业边界弹性分为工作-学业弹性意愿和工作-学业边界弹性能力。影响因素（来源）主要从个人因素和组织因素两方面分析。同时质性研究更生动地勾勒和描绘了工作和学习两个角色转换中对学业投入和组织忠诚的关键的影响因素。同时，本研究在自下而上的逐级编码过程中提炼出了工作-学业边界弹性的初步理论。

研究一的结果显示，在职研究生在工作与学业之间的个人和组织两个领域的弹性的资源，将促进工作-学业增益的转化，促进学业投入，增加组织认同感和组织忠诚。个人资源与组织资源相互转化，将进一步促进理论与实践的结合，提升个人专业能力和创新思维，以及尝试性地探索工作-学业平衡最终实现个人成长的路径。

研究二为量化研究，研究二则以研究一的访谈为基础，对国内430名在职研究生进行问卷调查，让其自我报告工作-学业边界弹性、工作-学业增益、学业投入、感知主管支持、组织忠诚的情况。本研究通过我们采用了独立样本 t 检验结合单因素方差分析的技术，对各类人口统计指标进行了差异性检测，运用 Amos 进行中介效应和结构方程路径的检验。

研究二结果显示了在职研究生工作-学业边界角色弹性对学业投入和组织忠诚的影响：工作-学业增益（work-study Facilitation , WSF）中介影响工作-学业边界弹性与学业投入之间的关系；感知主管支持中介影响工作-学业边界弹性和组织忠诚之间的关系。因此，当工作与学习的角色边界具有弹性且学生愿意利用这种弹性时，无论是作为学业领域的在职研究生对学业投入行为的影响，还是作为工作领域的员工角色对组织忠诚，均显示出显著的正向影响。这一发现对于提升在职研究生的工作组织的管理水平以及提升高校在职研究生教育的满 意度都具有重要的启示意义。

Role boundaries serve to construct and delineate various life roles of individuals (Matthews, Barnes-Farrell, & Bulger, 2010). These boundaries are not static; they exhibit a degree of flexibility known as boundary elasticity. For working graduate students, boundary elasticity has been demonstrated to facilitate role adjustment within the work-family domain (Moazami et al., 2015; Peters & Blomme, 2019). However, its impact on the work and academic aspects of these students remains underexplored. This paper, grounded in the conservation of resources theory and role boundary theory, investigates the effects of work-academic boundary elasticity on academic engagement and organizational loyalty among working graduate students.

This research is divided into two parts. The first part of the study is qualitative. Building on the quantitative findings, this part employed purposive random sampling to conduct semi-structured interviews. Three core categories emerged from the perspectives of academia and work: work-academic boundary elasticity, learning motivation and goal orientation, and organizational loyalty and work-academic balance. Work-academic boundary elasticity was further categorized into work-academic elasticity intention and work-academic boundary elasticity capability, with influencing factors analyzed from personal and organizational viewpoints. The qualitative research provides a vivid depiction of the key factors influencing academic engagement and organizational loyalty during the transition between work and study roles. Additionally, this study refined a preliminary theory of work-academic boundary elasticity through a bottom-up hierarchical coding process. The results indicate that the elasticity resources of working graduate students in both personal and organizational domains between work and academia promote the transformation of work-academic enrichment, enhance academic engagement, and increase organizational identification and loyalty. This further facilitates the integration of theory and practice, enhances personal professional abilities and innovative thinking, and explores the pathway to personal growth through work-academic balance.