本文選題：職業(yè)身份威脅 + 負(fù)面情緒　； 參考：《蘭州大學(xué)》2017年碩士論文

【摘要】：在工作意義與價(jià)值日益凸顯的今天,職業(yè)對(duì)于個(gè)體的重要性不言而喻。職業(yè)身份是個(gè)體自我概念的重要組成部分,它反映了與職業(yè)或職業(yè)群體相關(guān)聯(lián)的意義與價(jià)值。個(gè)體所從事的職業(yè)會(huì)塑造甚至決定她/他對(duì)“我是誰?”這一根本問題的認(rèn)識(shí)。一旦職業(yè)的意義與價(jià)值不能得到認(rèn)可和保障時(shí),個(gè)體會(huì)感受到職業(yè)身份威脅。目前無論在職業(yè)生涯管理還是在身份威脅研究領(lǐng)域,對(duì)職業(yè)身份威脅的研究較為少見,對(duì)職業(yè)身份威脅所帶來的影響及內(nèi)在影響過程的理解有待進(jìn)一步探索。職業(yè)身份威脅會(huì)對(duì)個(gè)體產(chǎn)生哪些影響?并且,對(duì)于不同特質(zhì)的員工,職業(yè)身份威脅所產(chǎn)生的影響是否會(huì)有所不同?基于身份理論,本文從情緒反應(yīng)與信息尋求反應(yīng)兩個(gè)方面,探討職業(yè)身份威脅對(duì)不同能力自尊個(gè)體的影響。通過開展了一項(xiàng)問卷調(diào)查研究(140名醫(yī)生)與兩項(xiàng)實(shí)驗(yàn)研究(預(yù)實(shí)驗(yàn),64名醫(yī)學(xué)院學(xué)生;正式實(shí)驗(yàn),136名醫(yī)學(xué)院學(xué)生),實(shí)證分析結(jié)果表明:(1)職業(yè)身份威脅會(huì)帶來負(fù)面情緒反應(yīng),并進(jìn)一步導(dǎo)致個(gè)體產(chǎn)生情緒宣泄行為;對(duì)于能力自尊較高的個(gè)體,職業(yè)身份威脅所帶來的負(fù)面情緒反應(yīng)更為明顯;(2)職業(yè)身份威脅會(huì)促使個(gè)體采取反饋尋求行為,且負(fù)面情緒在職業(yè)身份威脅與反饋尋求行為之間起到完全中介作用。本研究的創(chuàng)新點(diǎn)如下:(1)聚焦于職業(yè)身份威脅這一新的研究議題,豐富了身份威脅領(lǐng)域的研究;(2)以身份理論為基礎(chǔ),從情緒反應(yīng)和信息尋求反應(yīng)兩個(gè)方面探討了職業(yè)身份威脅給個(gè)體帶來的結(jié)果,包括負(fù)面情緒、情緒宣泄行為和反饋尋求行為,其中情緒宣泄行為和反饋尋求行為均為積極的結(jié)果;(3)探討了不同能力自尊的個(gè)體在面對(duì)職業(yè)身份威脅時(shí)反應(yīng)上的差異,發(fā)現(xiàn)能力自尊在職業(yè)身份威脅和負(fù)面情緒之間具有顯著的調(diào)節(jié)作用,而能力自尊在職業(yè)身份威脅與反饋尋求行為之間的調(diào)節(jié)作用不顯著,這一結(jié)論深化對(duì)職業(yè)身份威脅產(chǎn)生影響時(shí)邊界機(jī)制的認(rèn)識(shí);(4)采用了問卷調(diào)查與實(shí)驗(yàn)研究相結(jié)合的研究方法,在檢驗(yàn)職業(yè)身份威脅與情緒、反饋尋求行為的相關(guān)性的基礎(chǔ)上,運(yùn)用實(shí)驗(yàn)研究,驗(yàn)證職業(yè)身份威脅所產(chǎn)生的情緒反應(yīng)和信息尋求反應(yīng)。兩種研究方法得到了一致的結(jié)論,使得研究結(jié)論更具有說服力。此外,結(jié)合醫(yī)生群體所面臨的職業(yè)身份困境的現(xiàn)實(shí)背景,本文為管理實(shí)踐提供了現(xiàn)實(shí)啟示。首先,醫(yī)院管理者要悉知職業(yè)身份威脅會(huì)給醫(yī)生帶來負(fù)面情緒這樣的負(fù)面結(jié)果,但是同時(shí)也會(huì)產(chǎn)生情緒宣泄與反饋尋求行為這樣的積極結(jié)果。因此管理者要引導(dǎo)醫(yī)生進(jìn)行合理地情緒宣泄以降低負(fù)面情緒對(duì)診療過程的危害,同時(shí)也應(yīng)該創(chuàng)造有利的條件幫助醫(yī)生積極地尋求反饋。其次,管理者要格外關(guān)注能力自尊高的個(gè)體,悉知這一類個(gè)體在遭受職業(yè)身份威脅時(shí)所產(chǎn)生的負(fù)面情緒更加強(qiáng)烈,在必要時(shí)幫助這一類個(gè)體進(jìn)行情緒疏導(dǎo)。
[Abstract]:In the work significance and value of the increasingly prominent today, the importance of occupation to the individual self-evident. Professional identity is an important part of individual self-concept, which reflects the significance and value associated with occupation or professional group. The profession an individual is engaged in will shape and even determine his / her answer to "who am I?" The understanding of this fundamental problem. Once the meaning and value of the occupation are not recognized and guaranteed, the individual will feel the threat of professional identity. At present, in the field of career management and identity threat research, the research on occupational identity threat is relatively rare, and the understanding of the impact of occupational identity threat and its inherent process needs further exploration. What is the impact of occupational identity threats on individuals? Also, will the impact of occupational identity threats vary among employees with different characteristics? Based on identity theory, this paper discusses the influence of occupational identity threat on individuals with different abilities and self-esteem from two aspects: emotional reaction and information seeking reaction. By conducting a questionnaire study of 140 doctors and two experimental studies (64 medical students in the pre-experiment and 136 medical students in the formal experiment), the empirical analysis shows that the threat of occupational identity can lead to negative emotional responses. And further lead to the individual emotional catharsis behavior; for the individuals with high ability and self-esteem, the negative emotional response caused by occupational identity threat is more obvious. 2) the occupational identity threat will induce individuals to adopt feedback seeking behavior. And negative emotions play a complete role in mediating between occupational identity threats and feedback seeking behavior. The innovation of this study is as follows: 1) focusing on the new research topic of occupational identity threat, which enriches the research in the field of identity threat. The effects of occupational identity threats on individuals, including negative emotions, emotional catharsis and feedback seeking behaviors, were discussed from two aspects: emotional reaction and information seeking response. Among them, emotional catharsis and feedback seeking behavior were both positive results. (3) the differences in the responses of individuals with different abilities and self-esteem in the face of occupational identity threats were explored. It was found that ability self-esteem had a significant regulatory effect between occupational identity threats and negative emotions, while ability self-esteem had no significant regulatory effect between occupational identity threats and feedback seeking behavior. This conclusion deepens the understanding of the boundary mechanism when the threat of occupational identity is affected. (4) the method of combining questionnaire survey with experimental research is used to test the correlation between occupational identity threat and emotion and feedback seeking behavior. Use experimental research to verify the emotional responses and information seeking responses of occupational identity threats. The two methods have reached a consistent conclusion, which makes the conclusion more convincing. In addition, combined with the practical background of the plight of professional identity faced by doctors, this paper provides practical enlightenment for management practice. First of all, hospital administrators should know that occupational identity threats can bring negative results such as negative emotions to doctors, but also have positive results such as emotional catharsis and feedback seeking behavior. Therefore, managers should guide doctors to conduct reasonable emotional catharsis in order to reduce the harm of negative emotions to the diagnosis and treatment process, and at the same time, should create favorable conditions to help doctors actively seek feedback. Secondly, managers should pay special attention to the individuals with high ability and self-esteem, know that the negative emotions of this kind of individuals are stronger when they are threatened by their professional identity, and help them to conduct emotional counseling when necessary.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：C913.2

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳驍;;揭示“奉獻(xiàn)”的時(shí)代涵義[J];上海教育;2009年11期

2 夏雅;;農(nóng)村學(xué)前教師職業(yè)身份認(rèn)同感淺析[J];西藏教育;2014年01期

3 劉俊清;;從職業(yè)身份看社區(qū)工作者隊(duì)伍建設(shè)[J];云南民族大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2006年06期

4 楊金中;;科學(xué)課堂三突破[J];山西教育(教學(xué));2013年04期

5 李曉強(qiáng);;歐盟成員國中小學(xué)教師開除與解雇制度研究[J];比較教育研究;2008年06期

6 劉美蘭;;《商務(wù)英語溝通》課程改革與大學(xué)生社會(huì)身份和職業(yè)身份的建構(gòu)[J];遼寧教育行政學(xué)院學(xué)報(bào);2009年09期

7 旭日升;;“落網(wǎng)”的我們[J];中學(xué)語文;2002年01期

8 楊美佳;;做企業(yè)需要的人——淺談中職學(xué)生職業(yè)身份認(rèn)知與塑造[J];內(nèi)蒙古教育(職教版);2014年05期

9 華曉青;記者的激情[J];江南論壇;1994年05期

10 陳華;;高校教師職業(yè)道德評(píng)價(jià)泛化與職業(yè)身份界定[J];廣東第二師范學(xué)院學(xué)報(bào);2011年04期

相關(guān)重要報(bào)紙文章 前7條

1 耿銀平;推行“多點(diǎn)執(zhí)業(yè)”，，須改革醫(yī)生職業(yè)身份[N];光明日?qǐng)?bào);2013年

2 本報(bào)通訊員 高鐘邋李清華 本報(bào)記者 林培;誰為他們打開“后續(xù)學(xué)習(xí)”之門[N];新華日?qǐng)?bào);2008年

3 本報(bào)評(píng)論員 肖暢;敬業(yè)就是 擔(dān)當(dāng)社會(huì)責(zé)任[N];長江日?qǐng)?bào);2013年

4 本報(bào)記者 李曉丹;開啟公務(wù)員職業(yè)裝大市場(chǎng)[N];政府采購信息報(bào);2006年

5 韓韞超;虐嬰事件警示：超越職業(yè)身份的良善不可少[N];工人日?qǐng)?bào);2012年

6 余靜宜（編輯）;解讀中國農(nóng)民工問題[N];中國圖書商報(bào);2005年

7 燕云飛;“法官穿法袍上訪”折射維權(quán)之艱[N];工人日?qǐng)?bào);2010年

相關(guān)博士學(xué)位論文 前1條

1 甘麗華;中國記者職業(yè)身份認(rèn)同的建構(gòu)與消解[D];武漢大學(xué);2013年

相關(guān)碩士學(xué)位論文 前6條

1 楊娜;職業(yè)身份威脅的情緒反應(yīng)與信息尋求反應(yīng)：來自醫(yī)生群體的實(shí)證分析[D];蘭州大學(xué);2017年

2 歐陽穎;中國非師范高中英語教師的初期職業(yè)身份構(gòu)建的敘事分析[D];廣東外語外貿(mào)大學(xué);2016年

3 潘晴;少先隊(duì)輔導(dǎo)員職業(yè)身份認(rèn)同研究[D];中國青年政治學(xué)院;2016年

4 張綠云;師生互動(dòng)中導(dǎo)師職業(yè)身份話語建構(gòu)[D];首都師范大學(xué);2012年

5 胡貝克;美國華裔職業(yè)身份的演變與權(quán)利的爭取[D];吉林大學(xué);2014年

6 次吉;職業(yè)身份·技藝傳承·生產(chǎn)銷售[D];西藏大學(xué);2013年

本文編號(hào)：1965629