Liu Lumin, Li Tianpei, Zhang Duo, Jin Hwang
Physical Education, Jeonbuk National University, Jeonju 54896, Republic of Korea.
Behav Sci (Basel). 2025 Feb 26;15(3):271. doi: 10.3390/bs15030271.
This study, grounded in Stimulus-Organism-Response (SOR) theory and Conservation of Resources (COR) theory, explores how social support impacts job involvement among newly hired physical education (PE) teachers, with a focus on the mediating role of professional mission. A survey was conducted with 238 new PE teachers, using scales for social support, professional mission, and job involvement. The results indicate the following: (1) Social support and its dimensions significantly and positively influence job involvement among new PE teachers; (2) Professional mission positively impacts job involvement and serves as a partial mediator in the relationship between social support and job involvement; (3) Different types of social support have varying effects on job involvement, with support utilization having the largest impact, followed by objective support, and finally subjective support.
本研究以刺激-有机体-反应（SOR）理论和资源守恒（COR）理论为基础，探讨社会支持如何影响新入职体育教师的工作投入，重点关注职业使命感的中介作用。对238名新入职体育教师进行了调查，使用了社会支持、职业使命感和工作投入的量表。结果表明：（1）社会支持及其维度对新入职体育教师的工作投入有显著的正向影响；（2）职业使命感对工作投入有正向影响，并在社会支持与工作投入的关系中起部分中介作用；（3）不同类型的社会支持对工作投入的影响不同，支持利用的影响最大，其次是客观支持，最后是主观支持。
