Wang Guang-Hui, Li Jia-Hui, Liu Hui, Zaggia Cristina
School of Education (Teachers College), Guangzhou University, Guangzhou, China.
Department of FISPPA, University of Padova, Padova, Italy.
Front Psychol. 2023 Feb 1;14:1030043. doi: 10.3389/fpsyg.2023.1030043. eCollection 2023.
Workplace ostracism is an essential predictor of knowledge-sharing behaviors, but few studies have explored the influence of this mechanism in higher education. According to the conservation of resources theory, this study elucidated the roles of job burnout and job satisfaction as sequential mediators of the link between workplace ostracism and knowledge-sharing behaviors in a sample of 388 university teachers. The results of the study were analyzed structural equation modeling (SEM). Higher knowledge-sharing behaviors were associated with lower workplace ostracism, lower job burnout, and more job satisfaction. Furthermore, increased workplace ostracism was associated with more job burnout, but job satisfaction was not related to workplace ostracism. The relationship between workplace ostracism and knowledge-sharing behaviors was mediated by job burnout and was sequentially mediated by job burnout and job satisfaction. These findings help to clarify the mechanisms underlying the association between workplace ostracism and knowledge-sharing behaviors in university teachers. The theoretical and practical implications of the findings are discussed.
职场排斥是知识共享行为的一个重要预测因素，但很少有研究探讨这种机制在高等教育中的影响。根据资源守恒理论，本研究以388名大学教师为样本，阐明了职业倦怠和工作满意度作为职场排斥与知识共享行为之间联系的顺序中介的作用。研究结果采用结构方程模型（SEM）进行分析。更高的知识共享行为与更低的职场排斥、更低的职业倦怠和更高的工作满意度相关。此外，职场排斥的增加与更多的职业倦怠相关，但工作满意度与职场排斥无关。职场排斥与知识共享行为之间的关系由职业倦怠介导，并依次由职业倦怠和工作满意度介导。这些发现有助于阐明大学教师职场排斥与知识共享行为之间关联的潜在机制。讨论了研究结果的理论和实践意义。
