Gao You, Yue Yaping, Li Xiaomin
Faculty of Education, Beijing Normal University, Beijing, China.
Henan Preschool Education Research Center, Faculty of Education, Henan University, Kaifeng, China.
Front Psychol. 2023 Mar 9;14:1084836. doi: 10.3389/fpsyg.2023.1084836. eCollection 2023.
Although the importance of psychological capital has been firmly supported by prior studies, the question of whether certain subgroups exist and how these various subgroups affect work engagement differentially remains under-explored. To gain an in-depth understanding of this problem, the present study conducted a person-centered method (latent profile analysis) to identify subgroups and then explore the relationship between psychological capital subgroups and work engagement. The study participants were kindergarten teachers in China ( = 2,790). The results showed that psychological capital was divided into three latent profiles: "rich type" (43.2% of the sample) "medium type" (46.3%), and "poor type" (10.5%). Compared to the other two types, the teachers with high psychological capital returned higher work engagement scores. Meanwhile, there was a significant difference among the three identified profiles regarding the location of the kindergarten, the type of kindergarten, and the teaching experience. The group owning more psychological capital tended to have more teaching experience, come from a developed area, and work in a public kindergarten. And after controlling the influence of the type of kindergarten, the location of kindergarten, and the teaching experience, the psychological capital of kindergarten teachers was still an important factor that affected teachers' work engagement.
尽管先前的研究已有力地支持了心理资本的重要性，但关于是否存在某些亚群体以及这些不同亚群体如何差异化地影响工作投入这一问题，仍有待深入探索。为了深入理解这一问题，本研究采用了以人为中心的方法（潜在剖面分析）来识别亚群体，进而探究心理资本亚群体与工作投入之间的关系。研究参与者为中国的幼儿园教师（n = 2790）。结果显示，心理资本被分为三种潜在剖面：“丰富型”（占样本的43.2%）、“中等型”（46.3%）和“匮乏型”（10.5%）。与其他两种类型相比，心理资本高的教师工作投入得分更高。同时，在幼儿园的地理位置、幼儿园类型和教学经验方面，所识别出的三种剖面之间存在显著差异。拥有更多心理资本的群体往往教学经验更丰富，来自发达地区，且在公办幼儿园工作。并且在控制了幼儿园类型、幼儿园地理位置和教学经验的影响后，幼儿园教师的心理资本仍是影响教师工作投入的一个重要因素。
