ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2012, Vol. 44 ›› Issue (12): 1677-1686.doi: 10.3724/SP.J.1041.2012.01677

• 论文 • 上一篇    下一篇

上司不当督导与下属绩效:反馈寻求行为和学习目标定向的作用

申传刚;马红宇;杨璟;刘腾飞   

  1. (1青少年网络心理与行为教育部重点实验室, 2华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室, 武汉 430079) (3中国科学院心理研究所, 北京 100101) (4中国科学院研究生院, 北京 100039)
  • 收稿日期:2011-09-20 出版日期:2012-12-25 发布日期:2012-12-25
  • 通讯作者: 马红宇, E-mail: mahy@mail.ccnu.edu.cn
  • 基金资助:

    国家自然科学基金青年项目(31200795); 全国教科规划课题(BBA090066); 华中师范大学国家教师教育理论创新与实践研究重大招标项目(985ZB0303); 青少年网络心理与行为教育部重点实验室开放课题(2012B04)资助。

Abusive Supervision and Employee’ Performance: Mechanisms of FSB and Learning Goral Orientation

SHEN Chuan-Gang;MA Hong-Yu;YANG Jing;LIU Teng-Fei   

  1. (1 Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China) (2 School of Psychology, Central China Normal University, and Hubei Human Development and Mental Health Key Laboratory, Wuhan 430079, China) (3 Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China) (4 Graduate School, Chinese Academy of Sciences, Beijing 100039, China)
  • Received:2011-09-20 Online:2012-12-25 Published:2012-12-25
  • Contact: MA Hong-Yu

摘要: 本研究从下属反馈管理行为的视角来探索领导与下属的社会交换过程。具体为探讨下属的反馈寻求行为在上司不当督导与下属绩效之间的中介作用, 下属的学习目标定向对上述过程中的调节作用。通过问卷法获得306名下属与上司的对偶数据, 基于层级回归和Bootstrap分析的结果表明:上司不当督导不仅直接影响下属的绩效, 还能通过抑制下属的反馈寻求行为间接地影响员工的绩效; 下属的学习目标定向调节着上司不当督导与下属的反馈寻求行为的关系, 当下属的学习目标定向越低, 上司不当督导对反馈寻求行为的抑制作用更加明显。

关键词: 上司不当督导, 员工绩效, 反馈寻求行为, 学习目标定向

Abstract: The literature on abusive supervision has consistently demonstrated the negative relationship between member perception of supervisor's abusive behavior and member performance. The process through which relationship supervisor's abusive behavior influences subordinates’ performance, however, is still not fully understood. The present study provides a mechanism for the process. Specifically, we predict that the feedback seeking behavior (FSB) of members mediates these relationships, and learning goal orientation moderates the relationship between abusive supervision and FSB. In order to avoid the common method variance problem, two sources of survey were administrated. Data was from a total of 306 matched supervisor-subordinate dyads in 7 enterprises located in Hubei, Zhejiang, Xiamen. Two structured questionnaires were employed as the research instrument for this study. One consisted of three scales designed to measure abusive supervision, FSB and learning goal orientation. Among the major measures, the 15-items abusive supervision was adopted from Tepper (2000); FSB was measured via 6 items that was adopted from Saori Yanagizawa (2008); the five item learning goal orientation scale was adopted from Vandewalle & Cummings (1997). We used a scale adopted from Tusi et al. (1997) in the other questionnaire to measure supervisor-rated subordinates’ performance. Results show that the Cronbach's alpha coefficients for these above measures range from 0.75 to 0.94. Hierarchical regression and the total effect moderation model were utilized to examine the proposed hypotheses. In line with predictions, results of hierarchical regression demonstrate that abusive supervision is negatively related to FSB, supervisor-rated performance, and FSB partially mediate the relationship between abusive supervision and supervisor-rated performance. Specifically, the negative effect of abusive supervision on subordinates’ performance was partially mediated by subordinates’ FSB. In addition, results of total effect moderation model analysis reveal that subordinates’ learning goal orientation moderate the relationship between abusive supervision and FSB. Abusive supervision was more strongly related to FSB when subordinates’ learning goal orientation was low. The present study extends our understanding of social exchange between supervisor and subordinate in the link between abusive supervision and subordinate’s performance. Finally, the theoretical and managerial implications of the findings, limitations and future research directions were also discussed.

Key words: abusive supervision, performance, feedback seeking behavior, learning goal orientation