中国科学院行为科学重点实验室知识库

目的 依托资源保存理论(CORs)与角色边界理论,探讨工作场所支持对在职研究生学业投入与学业倦怠的作用机制.方法 以感知主管支持与组织细分支持作为自变量,工作-学业边界弹性及工作-学业增益(冲突)作为中介变量.通过问卷调查法,对 500 名国内在职研究生进行了数据收集.结果 感知主管支持对学业投入的正向直接效应显著,对于学业倦怠的负向直接效应不显著;组织分割支持对学业投入的正向直接效应不显著,对学业倦怠的直接效应不显著.其中有7 条中介路径显著;两条链式中介路径显著:路径4:组织分割支持→W-S边界弹性→WSC→学业投入;路径8.组织分割支持→W-S边界弹性→WSC→学业倦.结论 感知主管支持与组织细分支持对在职研究生学业投入及学业倦怠呈现的多重链式中介效应.该发现对于深化在职研究生工作-学业角色研究具有重要的理论与实践意义.

Objective This study,grounded in Conservation of Resources(COR)theory and role boundary theo-ry,investigates the mechanisms by which workplace support influences study engagement and burnout among working graduate students.Methods Perceived supervisor support and organizational segment support are identified as inde-pendent variables,with work-study boundary flexibility and work-study facilitation(conflicts)serving as mediators affecting academic engagement and burnout.A questionnaire survey was conducted among 500 domestic working grad-uate students.Results The findings reveal that perceived supervisory support significantly enhances academic en-gagement,whereas its direct negative impact on academic burnout is not statistically significant.Organizational seg-mentation support does not exert a significant positive influence on academic engagement,nor does it significantly af-fect academic burnout.Among the various pathways examined,seven indirect effects were found to be significant.Fur-thermore,two sequential indirect pathways were identified as significant:Path 4:Organizational segmentation support→ W-S boundary elasticity →WSC→Academic engagement;Path 8:Organizational segmentation support→W-S boundary elasticity→WSC→Academic burnout.Conclusion The analysis using structural equation modeling re-vealed multiple chain mediating effects of perceived supervisor support and organizational segment support on academ-ic engagement and burnout in working graduate students.These findings hold significant theoretical and practical im-plications for deepening the understanding of work-study role dynamics in this population.