用“高校教师职业心理资本量表”、“工作绩效量表”及“社会支持问卷”对来自全国8所高校的718名高校教师进行问卷调查。通过描述性分析、回归及结构方程模型等实证统计方法，深入分析了社会支持、职业心理资本与工作绩效关系模型的理论架构，探究了社会支持在职业心理资本对工作绩效影响的中介模型效应的内在作用机制。研究发现，社会支持、职业心理资本、工作绩效及其各维度之间均存在显著的相关；职业心理资本及其各维度对工作绩效的主效应非常显著；社会支持在职业心理资本及其各维度与工作绩效间的中介效应也均显著。这表明高校教师职业心理资本及各维度对工作绩效不但起着直接的影响作用，而且通过社会支持工作绩效产生了间接的影响。因此，提升高校教师的职业心理资本，建立良好的内、外社会支持系统对提升工作绩效都会形成良好的激励效果，从而实现教师和高校的共同发展。%With “University Teachers′ Professional Psychological Capital Scale” , “Job Performance Scale” and “Social Support Scale” , questionnaires were conducted among 718 teachers from 8 universities. Through descriptive sta-tistical analysis, regression analysis and structural equation techniques, we explored and verified the effects of so-cial support on professional psychological capital and its dimensions with job performance. Then we analyzed model′s relationship among the social support, professional psychological capital and job performance in theoreti-cal framework and the mediation effect. we find that there are significant correlations of the dimensions of uni-versity teachers′ professional psychological capital and social support with job performance; University teachers′professional psychological capital and it′s dimensions have positive direct effects on job performance; The mediat-ing effects of social support that professional psychological capital and it′s dimensions influence on job perfor-mance are also significant. This indicates that the professional psychological capital and it′s various dimensions have not only a direct impact on job performance, but also an indirect impact on job performance through social support. Therefore, college administrators should manage to improve university teachers′ professional psychological capital and establish a good internal and external social support system that can form good incentive effect so as to accomplish the common development on teachers and universities.
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