Study On The Effect Of Psychological Capital On University Teachers' Research And Innovation Behavior

University teachers' research and innovation behavior is the individual behavior process in their scientific research work where they can produce and carry out their new ideas and then obtain the innovative results.It plays an important role in enhancing the competitiveness of individuals and organizations.Objective:(1)to investigate the present situation of university teachers' psychological capital and research and innovation behavior.(2)to explore and verify the effect and mechanism of psychological capital on university teachers' research and innovation behavior.(3)to provide some rational ways and suggestions based on the factors that influence university teachers' psychological capital and research and innovation behavior.Methods:(1)404 university teachers from five universities nationwide were selected and surveyed with questionnaires including psychological capital scale,knowledge sharing scale,creative self-efficacy scale and the revision research and innovation behavior scale with the principle of convenience sampling.(2)7 university teachers from Nanchang city were selected randomly,and then they were interviewed with the semi-structured interview based on the quantitative study.And the interview data were used to analyze the factors that affect the psychological capital and research and innovation behavior with the phenomenological research method,and then some reasonable ways and strategies would be put forward.Results:(1)University teachers' psychological capital and knowledge sharing were generally good,and the differences in psychological capital and knowledge sharing were significant among university teachers from different education levels and professional categories(P<0.01).(2)The general situation of university teachers' creative self-efficacy was good,and the differences of the university teachers' creative self-efficacy in different genders and ages were statistically significant(P<0.05).(3)The overall level of university teachers' research and innovation behavior was good,and the differences of the university teachers' research and innovation behavior in different genders,professional titles,professional categories and ages were statistically significant(P<0.05).(4)there was a significant positive relationship among university teachers' psychological capital,knowledge sharing,creative self-efficacy and research and innovation behavior,and university teachers' psychological capital,knowledge sharing and creative self-efficacy had a positive forecast effect on research and innovation behavior.At the same time knowledge sharing and innovation self-efficacy could play a partial mediating role between their psychological capital and research and innovation behavior.(5)After the interview,it was found that although the factors that influenced university teachers' research and innovation behavior were categorized into internal and external aspects,but in terms of effect,the fundamental cause of the development of a thing lies in its internal causes while external causes are the condition.Conclusions:(1)The level of university teachers' research and innovation behavior was good,and university teachers' research and innovation behavior had varying degrees of significant differences in gender,professional title,professional category and age.(2)University teachers' psychological capital had not only a direct impact on their research and innovation behavior,but also an indirect impact on it by knowledge sharing and creative self-efficacy.(3)In addition to being good at making use of the necessary external conditions,the cultivation of their positive psychological quality and innovative quality should be strengthened.