Ding Fangfang, Liu Xingyu, Amin Abdalla Alaa, Latif Khan Muhammad, Akram Fouzia
College of Humans, Sichuan Agricultural University, Ya'an, China.
Academic Programs for Military Colleges, Abu Dhabi University, Al Ain, United Arab Emirates.
Front Psychol. 2022 Aug 12;13:983215. doi: 10.3389/fpsyg.2022.983215. eCollection 2022.
The purpose of this study is to examine the link between English foreign language teacher's professional identity and employee success via mediating role of critical thinking. Further, we examined the moderating role of leader motivational language between employee professional identity and critical thing and also indirect effect on employee success via critical thinking. We collected data from Chinese MNC's school by using time lagged study design. We used hierarchical linear regression for direct hypotheses and Hayes PROCESS model's for mediation, moderation, and mediation moderation analysis. The results show that there is positive relation between employee's professional identity and teacher's success. Further, critical thinking mediates the link between professional identity and employee success. The results of the moderated mediation analysis show that critical thinking mediated the interaction of employee's professional identity and leader's motivational language on teacher's success.
本研究的目的是通过批判性思维的中介作用来检验英语外语教师的职业认同与员工成功之间的联系。此外，我们考察了领导激励性语言在员工职业认同与批判性思维之间的调节作用，以及通过批判性思维对员工成功产生的间接影响。我们采用时间滞后研究设计，从中国跨国公司的学校收集数据。我们使用层次线性回归进行直接假设检验，并使用海斯PROCESS模型进行中介、调节和中介调节分析。结果表明，员工的职业认同与教师的成功之间存在正相关关系。此外，批判性思维在职业认同与员工成功之间起中介作用。调节中介分析的结果表明，批判性思维介导了员工职业认同与领导激励性语言对教师成功的交互作用。
