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Published

2024-11-26

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Vol. 9 No. 10 (2024): Published

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Opinions

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How to Cite

Liu, G., Dolgor, N., & Liu, G. (2024). Research on the research motivation mechanism of young teachers in colleges and universities based on organizational support theory. Environment and Social Psychology, 9(10). https://doi.org/10.59429/esp.v9i10.3145

Research on the research motivation mechanism of young teachers in colleges and universities based on organizational support theory

Gaohan Liu

Education Management, Global Leadership University, Sukhbaatar District, Ulaanbaatar, 210620, Mongolia

Narmandakh Dolgor

Graduate school, Global Leadership University, Sukhbaatar District, Ulaanbaatar, 210620, Mongolia

Gaoyuan Liu

Zhengzhou Foreign Language School, Zhengzhou, Henan Province, 450001, China


DOI: https://doi.org/10.59429/esp.v9i10.3145


Keywords: organizational support theory, young university teachers, research motivation, stimulation mechanism

Abstract

This study, based on organizational support theory, explores the relationship between young college teachers' sense of organizational support, professional identity and research motivation, with the aim of revealing their incentive mechanism. The study shows that teachers' perception of school support significantly and positively affects their research motivation, including the two dimensions of instrumental support and emotional support. The results of a questionnaire survey of young teachers from 120 universities across the country show that there is a significant positive correlation between the sense of organizational support and research motivation, and that professional identity plays a mediating role between the two. In addition, the study also found that gender differences play a moderating role in the relationship between organizational support and research motivation, and there are significant differences in the performance of male and female teachers in this relationship. Based on these findings, this paper suggests that universities should create a good organizational support environment, pay attention to enhancing teachers' sense of professional identity, and consider gender differences in policy formulation, in order to more effectively motivate teachers' research motivation and thus improve overall research efficiency and quality. The research results provide practical guidance for the research management and incentive mechanisms of university teachers, and enrich the application of organizational support theory.

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