臺灣博碩士論文加值系統

In this study, relationships between psychological capital, employee voice behavior, employee engagement as well as innovative work behavior are examined. The mediation role of employee voice behavior in the relationship between psychological capital and both employee engagement and innovative work behavior is also inspected. Finally, affect-based trust is considered to illustrate its moderating role in the relationship between employee voice behavior and both employee engagement and innovative work behavior. This study is comprised of a sample of 217 employees in Iranian non-governmental organizations. Several statistical tools are used in the analysis including linear regression. Results indicate that the relationships between psychological capital and both employee engagement and innovative work behavior are significant. Likewise, employee voice behavior has positive relationship with both employee engagement and innovative work behavior. Furthermore, employee voice behavior partially mediates the relationship between psychological capital and both employee engagement and innovative work behavior. Conversely, the affect-based trust does not support the moderation role between employee voice behavior and both employee engagement and innovative work behavior.
Keywords: Psychological capital, employee voice behavior, employee engagement, innovative work behavior, affect-based trust

TABLE OF CONTENT
CHAPTER ONE 1
INTRODUCTION 1
1.1 Research background and motivation 1
1.2 Research objectives 4
1.3 Treatise outline 5
CHAPTER TWO 6
LITERATURE REVIEW 6
2.1 Psychological capital 6
2.2 Employee voice behavior 8
2.3 Psychological capital and employee voice behavior 10
2.4 Employee engagement 11
2.5 Psychological capital and employee engagement 12
2.6 Innovative work behavior 13
2.7 Psychological capital and innovative work behavior 14
2.8 Employee voice behavior and employee engagement 16
2.8.1 Employee voice behavior and innovative work behavior 16
2.9 Employee voice behavior as a mediator 18
2.10 Affect-based trust 20
2.11 Moderation effect of affect-based trust 20
CHAPTER THREE 23
RESEARCH DESIGN AND METHODOLOGY 23
3.1 The conceptual framework 23
3.2 Summary of hypotheses 23
3.3 Construct measurement 24
3.3.1 Psychological capital 25
3.3.2 Employee voice behavior 25
3.3.3 Employee engagement 26
3.3.4 Innovative work behavior 27
3.3.5 Affect-based trust 28
3.3.6 Control Variables 28
3.3.7 Common method variance 29
3.4 Sample and procedure 31
3.4.1 Sample 31
3.4.2 Profile of respondents 31
3.4.3 Procedure 32
3.5 Data analysis procedure 34
3.5.1 Analysis of reliability and validity 34
3.5.2 Confirmatory factor analysis 35
3.5.3 Pearson correlation 35
3.5.4 Descriptive statistics 35
3.5.5 Hierarchical linear regression 36
CHAPTER FOUR 37
RESEARCH RESULTS AND ANALYSIS 37
4.1 The outcome of testing reliability 37
4.2 Confirmatory factor analysis 38
4.2.1 Model fit results 38
4.2.2 Convergent validity 40
4.3 Correlation analysis 41
4.4 Result of testing hypotheses 44
4.5 Testing mediating effect 44
4.6 Testing moderating effect 46
CHAPTER FIVE 48
CONCLUSIONS AND SUGGESTIONS 48
5.1 Discussion of research findings 48
5.2 Practical implications 50
5.3 Research limitations and suggestions for future research 51
5.4 Conclusions 53
REFERENCES 55
APPENDIX 65

 
LIST OF TABLES
Table 3-1. List of hypotheses 24
Table 3-2. Psychological capital survey items 26
Table 3-3. Voice behavior survey item 26
Table 3-4. Employee engagement survey items 27
Table 3-5. Innovative work behavior survey items 28
Table 3-6. Affect-based trust survey items 28
Table 3-7. Samples of respondents and respective industries 31
Table 3-8. Characteristics of participants 32
Table 4-1. Reliability analysis of variables 38
Table 4-2. Results of confirmatory factor analysis 39
Table 4-3. Model fit analysis 40
Table 4-4. Means, standard deviations, reliabilities, and correlations among individual variables 42
Table 4-5. Hierarchical regression results for hypotheses 43
Table 4.6. Reiterates the findings for the hypotheses 47

 
LIST OF FIGURES
Figure 3-1. The conceptual model of study 24

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