Empirical Evidence on How Perceived Reward Gaps Undermine Professionalism Among University Faculty Through Dual Psychological Pathways

Engineering notes

Key topics: autonomous driving. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

Based on the theoretical framework of organizational behavior, this study reveals the implicit psychological mechanisms through which perceived reward gaps affect the professionalism of university teachers, and further examines heterogeneity across different types of institutions and academic disciplines. For this purpose, a dual-pathway psychological driving model is constructed in this study, in which perceived reward gaps serve as the independent variable, professionalism as the dependent variable, and psychological contract and organizational cynicism constitute the dual psychological pathways as parallel mediators. Data were collected through a questionnaire survey, and empirical analyses were conducted using SPSS with the PROCESS macro version 3.3 and AMOS version 28. The results indicate that professionalism is directly influenced by perceived reward gap, while psychological contract and organizational cynicism play parallel mediating roles between the two. Moreover, significant heterogeneity exists across institution types and disciplines. Based on these findings, this study suggests that universities and government agencies should strengthen communication mechanisms with teachers, improve evaluation and incentive systems, acknowledge institutional and disciplinary differences, and enhance teachers’ psychological adjustment capacities to foster the spirit of educators.

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