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Article: Do academics’ emotions in teaching affect their organizational commitment?
Title | Do academics’ emotions in teaching affect their organizational commitment? |
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Authors | |
Keywords | Chinese academics Emotions in teaching Organizational commitment |
Issue Date | 2019 |
Publisher | American Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html |
Citation | Journal of Educational Psychology, 2019, v. 111 n. 7, p. 1317-1330 How to Cite? |
Abstract | This research pioneered the investigation of the statistically predictive power of academics' emotions in teaching for their organizational commitment- beyond age, academic rank, academic degree, sex, and taught academic discipline. Two hundred 22 academics from 13 higher educational institutions in Shanghai, mainland China, responded to a revised version of the Emotions in Teaching Inventory (Trigwell, 2009) and the Organizational Commitment Inventory (Ling, Fang, & Zhang, 2002). Results revealed that positive emotions in teaching primarily predicted the adaptive types of organizational commitment, including affective, normative, and ideal commitment, whereas negative emotions in teaching chiefly contributed to the maladaptive types of organizational commitment, including economic and choice commitment. These findings have brought new insights into the literature on emotions in teaching and that on organizational commitment. At the same time, the findings have practical implications for academics and university senior managers. © 2019 American Psychological Association. |
Persistent Identifier | http://hdl.handle.net/10722/288196 |
ISSN | 2023 Impact Factor: 5.6 2023 SCImago Journal Rankings: 2.774 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhang, LF | - |
dc.date.accessioned | 2020-10-05T12:09:16Z | - |
dc.date.available | 2020-10-05T12:09:16Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Journal of Educational Psychology, 2019, v. 111 n. 7, p. 1317-1330 | - |
dc.identifier.issn | 0022-0663 | - |
dc.identifier.uri | http://hdl.handle.net/10722/288196 | - |
dc.description.abstract | This research pioneered the investigation of the statistically predictive power of academics' emotions in teaching for their organizational commitment- beyond age, academic rank, academic degree, sex, and taught academic discipline. Two hundred 22 academics from 13 higher educational institutions in Shanghai, mainland China, responded to a revised version of the Emotions in Teaching Inventory (Trigwell, 2009) and the Organizational Commitment Inventory (Ling, Fang, & Zhang, 2002). Results revealed that positive emotions in teaching primarily predicted the adaptive types of organizational commitment, including affective, normative, and ideal commitment, whereas negative emotions in teaching chiefly contributed to the maladaptive types of organizational commitment, including economic and choice commitment. These findings have brought new insights into the literature on emotions in teaching and that on organizational commitment. At the same time, the findings have practical implications for academics and university senior managers. © 2019 American Psychological Association. | - |
dc.language | eng | - |
dc.publisher | American Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html | - |
dc.relation.ispartof | Journal of Educational Psychology | - |
dc.rights | ©American Psychological Association, [Year]. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: [ARTICLE DOI] | - |
dc.subject | Chinese academics | - |
dc.subject | Emotions in teaching | - |
dc.subject | Organizational commitment | - |
dc.title | Do academics’ emotions in teaching affect their organizational commitment? | - |
dc.type | Article | - |
dc.identifier.email | Zhang, LF: lfzhang@hkucc.hku.hk | - |
dc.identifier.authority | Zhang, LF=rp00988 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1037/edu0000344 | - |
dc.identifier.scopus | eid_2-s2.0-85062300498 | - |
dc.identifier.hkuros | 315503 | - |
dc.identifier.volume | 111 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 1317 | - |
dc.identifier.epage | 1330 | - |
dc.identifier.isi | WOS:000489010200012 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 0022-0663 | - |