组织学习能力在情绪智力和工作满意度中的作用外文翻译(编辑修改稿)

组织学习能力在情绪智力和工作满意度中的作用外文翻译(编辑修改稿)内容摘要：

o assess overall job satisfaction (Wanous et al., 1997). Although the use of a single item measure is often questioned, empirically no validity or reliability appears to be lost (Wanous and Reichers, 1996。 Wanous et al., 1997。 Ganzach, 1998). Hypotheses Based on the discussion of EI, OLC and job satisfaction in the preceding section, we propose a theoretical model shown in Figure 1. The thesis of our model is that EI has an indirect positive effect on job satisfaction, through OLC. Accordingly, we develop and test three hypotheses representing: the relationship between EI and job satisfaction。 the relationship between EI and OLC。 and the relationship between OLC and job satisfaction Emotional intelligence and job satisfaction Very few empirical studies have analyzed the relationship between EI and job satisfaction. BarOn (1997) reports a modest relationship between total EI scores and job satisfaction (Figure 2). Abraham (2020) found that although EI was related to job satisfaction, this was moderated by an environmental characteristic: job control. The direct positive effect that BarOn (1997) reports might be explained by the sample, which consisted of individuals in higher level occupations: teachers, nurses, and salespersons, where the environmental conditions propitiate their abilities. In sum, when the environmental conditions propitiate the individuals39。 abilities, they might have higher levels of satisfaction. This interpretation is consistent with the literature suggesting that people desire environments that fit their characteristics (O39。 Reilly et al., 1991), and with the goal choice literature, which suggests that the choice of goal depends on ability (Locke and Latham, 1990). Similarly, Ganzach (1998) presents a model of relationships between (rational) intelligence, job plexity and job satisfaction. Intelligence has a direct negative effect and an indirect positive effect, mediated by job plexity, on job satisfaction. Zeidner et al. (2020, p. 382) affirm that qualities of agreeableness such as empathy, altruism, and interpersonal sensitivity are central to conceptions of EI, but these qualities may mitigate against effective performance in jobs requiring ruthlessness or toughness. It follows that research on EI should be acutely sensitive to certain factors, and, unlike conventional ability, EI may have both positive and negative associations with performance, depending on contextual characteristics. Therefore, the following hypothesis is set forth: H1. The relationship between EI and job satisfaction is mediated by OLC. Organizational learning capability and job satisfaction Most research analyzes the influence of certain job characteristics on job satisfaction. The most influential theory of how job characteristics affect people is Hackman and Oldham39。 s job characteristics theory (Hackman and Oldman, 1976, 1980). Research suggests that job satisfaction, as a workrelated oute, is determined by organizational culture and structure (Egan et al., 2020。 Fraser et al., 2020). However, few studies of job satisfaction appear to incorporate any of the five conceptual dimensions that define OLC. In their research into the learning organization culture, Egan et al. (2020) describe some of the most relevant antecedents of job satisfaction linked to organizational learning. Bussing et al. (1999) detect a connection between job satisfaction and employee engagement. According to Kim (2020), participative management that incorporates effective supervisory munication can increase job satisfaction. Wagner and LePine (1999) conducted a metaanalysis and find significant impacts of job p。