我是高材生：资质过剩感及其对员工的影响

doi:10.3724/SP.J.1042.2021.01313

摘要/Abstract

摘要：

资质过剩感, 是指个体感知的自己拥有超过工作所要求的教育水平、经验、知识、技能以及能力。员工感到资质过剩是组织中普遍存在的现象, 并逐渐成为组织行为研究中的热点话题。资质过剩感对员工的认知感受、情绪体验, 工作态度、行为和绩效, 以及身心健康等均存在一定的负面影响, 影响强度及性质取决于员工个人特征及所处情境特征。除负面影响外, 资质过剩感对员工主动行为、角色内绩效、创新绩效等还存在一定积极影响, 以及正U型、倒U型的非线性效应。人力资本理论、人-岗匹配理论、相对剥夺理论、公平理论、心理契约理论和资源保存理论等是解释资质过剩感消极影响的主要理论, 自我分类理论、自我验证理论和自我调节理论是解释其积极影响的主要理论。未来可以从开发本土量表、扩展跨层次研究、丰富和整合研究视角、探究动态效应等方面推动资质过剩感的研究。

关键词: 资质过剩, 资质过剩感, 主观感知

Abstract:

Perceived overqualification refers to one’s perception of possessing more education, experience, knowledge, skills, and abilities than the required job qualifications. Overqualification is a common phenomenon in organizations and has gradually become a hot topic in the research of organizational behavior. After years of development and accumulation, existing research has conducted in-depth discussions on the connotation, measurement, effects and situational factors of employees’ perceived qualification, and formed a relatively complete knowledge map; however, in terms of the construct itself and the effects of perceived overqualification, existing research still holds different views and inconsistent conclusions, and needs to be improved in future studies.

What is perceived overqualification? How to measure it? What kinds of negative effects does it have on employees? What are the situational factors of these negative effects? Does it only have negative effects? What are the theoretical mechanisms behind these effects? Based on these questions, this paper systematically sorts out and deeply analyzes the existing studies, and the results show that: (1) perceived overqualification reflects employees’ subjective perception of overqualification, and existing research has not yet achieved consensus on its dimensions and all measurements are developed based on western context; (2) perceived overqualification can negatively influence employees’ work attitudes, behavior and performance, as well as their physical and mental health, through affecting their cognitive feelings and emotional experience. Furthermore, these negative effects can be enhanced, weakened or even eliminated under the influence of different employees’ personal traits (e.g., personality, need orientation, values, cognitive evaluation, etc.) and different situations (e.g., organizational practice, team relationship, leadership style, work-related characteristics, etc.); (3) in addition to the negative effects, perceived qualification also has a positive effect, U-shaped effect or inverted U-shaped effect on some positive outcomes, such as employees’ proactive behavior, in-role performance, creative performance and so forth. (4) human capital theory, person-job fit theory, relative deprivation theory, equity theory, psychological contract theory, and conservation of resource theory are the main theories to explain the negative influences of perceived overqualification, whereas self-categorization theory, self-verification theory, and self-regulation theory are the ones to explain its positive influences.

On the basis of the above research findings, this paper proposes the following four important research directions for future research on perceived overqualification: (1) future research can conduct more extensive and in-depth surveys on Chinese employees and take its root in Chinese context to clarify the connotation and structure of perceived overqualification, explore and develop a more clearly structured scale of perceived overqualification with higher reliability and validity that can reflect Chinese context; (2) future research can overcome the limitation of existing research that focuses on the individual level, and pay more attention to perceived overqualification on the team level, optimizing its measurement and examining its multi-level effects on the team-level and individual-level outcomes; (3) future research can explore the influence of perceived overqualification on employees and its mechanisms from a more integrated perspective. In particular, future research can build a parallel mediation model to compare the mechanism and intensity of negative and positive effects of perceived overqualification, and to explore the boundary conditions of these two different effects; (4) future research can examine the changing process and influencing factors of perceived overqualification from a more dynamic perspective. Besides, future research can take into consideration other important factors, such as external uncertainty, and explore the effect based on a longer time frame to capture its long-term trend.

Key words: overqualification, perceived overqualification, subjective perception

中图分类号:

B849:C93

李朋波, 陈黎梅, 褚福磊, 孙雨晴, 周莹. (2021). 我是高材生：资质过剩感及其对员工的影响. 心理科学进展 , 29(7), 1313-1330.

LI Pengbo, CHEN Limei, CHU Fulei, SUN Yuqing, ZHOU Ying. (2021). I am gifted! Perceived overqualification and its influence on employees. Advances in Psychological Science, 29(7), 1313-1330.

图/表 3

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开发者	样本来源	维度	条目数	示例题项
Johnson & Johnson ( 1996, 1997)	美国	二维: 不匹配感; 无发展感	10题项	不匹配感: 我的正式教育水平超过工作所需无发展感: 我的工作的内容每天几乎没有变化
Johnson等(2002)	美国	二维: 不匹配感; 无发展感	10题项	不匹配感: 我的工作经验超过现有工作所需无发展感: 我的工作有很大的变化和发展的潜力(反向)
Maynard等(2006)	美国	单一维度	9题项	我的工作所需的学历水平低于我现在的学历; 工作经验较少的人也能做好我的工作
Fine & Nevo ( 2008)	美国	二维: 认知不匹配感; 认知无发展感	9题项	认知不匹配感: 我比大部分从事我这一工作的人都聪明认知无发展感: 我感觉自己可以很容易地解决更困难的工作
Sa?nchez-Cardona等(2020)	美国	单一维度	5题项	我的工作要求我做一些不需要太多能力和技能的任务; 我觉得自己在工作中毫无用处, 因为不能充分发挥自己的才能

开发者	样本来源	维度	条目数	示例题项
Johnson & Johnson ( 1996, 1997)	美国	二维: 不匹配感; 无发展感	10题项	不匹配感: 我的正式教育水平超过工作所需无发展感: 我的工作的内容每天几乎没有变化
Johnson等(2002)	美国	二维: 不匹配感; 无发展感	10题项	不匹配感: 我的工作经验超过现有工作所需无发展感: 我的工作有很大的变化和发展的潜力(反向)
Maynard等(2006)	美国	单一维度	9题项	我的工作所需的学历水平低于我现在的学历; 工作经验较少的人也能做好我的工作
Fine & Nevo ( 2008)	美国	二维: 认知不匹配感; 认知无发展感	9题项	认知不匹配感: 我比大部分从事我这一工作的人都聪明认知无发展感: 我感觉自己可以很容易地解决更困难的工作
Sa?nchez-Cardona等(2020)	美国	单一维度	5题项	我的工作要求我做一些不需要太多能力和技能的任务; 我觉得自己在工作中毫无用处, 因为不能充分发挥自己的才能

研究角度	理论基础	主要观点	代表性文献
消极视角	人力资本理论	员工获得的回报低于其人力资本投入会促使员工产生负面的态度和行为。	Garcia-Mainar & Montuenga-Gomez ( 2020); 谢文心等(2015)
	人-岗匹配理论	员工特征与其所从事的工作之间的匹配程度会影响员工的态度和行为。	Maynard & Parfyonova ( 2013); Liu等(2015)
	相对剥夺理论	当个体所得结果与期望应得结果之间存在差异时, 个体会感觉受到剥夺, 进而产生消极态度和行为。	Johnson & Johnson ( 2000a); Erdogan & Bauer ( 2009)
	公平理论	员工的产出-投入比低于参照对象时会引发不公平感, 进而促使员工采取行动以重获公平。	Cheng等(2020); 陈颖媛等(2017)
	心理契约理论	员工与雇主之间会形成对彼此互惠义务的主观信念, 从而对员工的态度与行为产生影响。	Luksyte等(2011); 李锡元等(2018)
	资源保存理论	个体有努力获取、保持、培育和保护重要资源的倾向, 资源损失会导致员工消极的身心结果、工作态度和行为。	Wassermann & Hoppe ( 2019); 赵李晶等(2019)
积极视角	自我分类理论	员工会根据自己与他人的相似性, 对自己进行分类, 从而建立自我身份认知。	Alfes (2013); 马蓓等(2019)
	自我验证理论	个体有了解真实自我、验证自身想法的倾向, 这一倾向会驱动个体采取与其自我观念相一致的行为。	王弘钰等(2020); 袁凌等(2018)
	自我调节理论	个体会根据现实与理想状态之间的差异, 通过调整自我认知、情绪和行为等自我调节行为缩小差距。	Zhang等(2016); 张建平等(2020)

研究角度	理论基础	主要观点	代表性文献
消极视角	人力资本理论	员工获得的回报低于其人力资本投入会促使员工产生负面的态度和行为。	Garcia-Mainar & Montuenga-Gomez ( 2020); 谢文心等(2015)
	人-岗匹配理论	员工特征与其所从事的工作之间的匹配程度会影响员工的态度和行为。	Maynard & Parfyonova ( 2013); Liu等(2015)
	相对剥夺理论	当个体所得结果与期望应得结果之间存在差异时, 个体会感觉受到剥夺, 进而产生消极态度和行为。	Johnson & Johnson ( 2000a); Erdogan & Bauer ( 2009)
	公平理论	员工的产出-投入比低于参照对象时会引发不公平感, 进而促使员工采取行动以重获公平。	Cheng等(2020); 陈颖媛等(2017)
	心理契约理论	员工与雇主之间会形成对彼此互惠义务的主观信念, 从而对员工的态度与行为产生影响。	Luksyte等(2011); 李锡元等(2018)
	资源保存理论	个体有努力获取、保持、培育和保护重要资源的倾向, 资源损失会导致员工消极的身心结果、工作态度和行为。	Wassermann & Hoppe ( 2019); 赵李晶等(2019)
积极视角	自我分类理论	员工会根据自己与他人的相似性, 对自己进行分类, 从而建立自我身份认知。	Alfes (2013); 马蓓等(2019)
	自我验证理论	个体有了解真实自我、验证自身想法的倾向, 这一倾向会驱动个体采取与其自我观念相一致的行为。	王弘钰等(2020); 袁凌等(2018)
	自我调节理论	个体会根据现实与理想状态之间的差异, 通过调整自我认知、情绪和行为等自我调节行为缩小差距。	Zhang等(2016); 张建平等(2020)