Ting Liu

Background: The work engagement of police officers pertains to social stability and security, as well as to the orderly operation of the political-economic environment. Although there are many studies on work engagement at present, few studies focus on the influencing factors of police officers’ work engagement. According to the job demands-resources model and the conservation of resources theory, organizational job resources (e.g., perceived organizational support) and personal resources (e.g., regulatory emotional self-efficacy) are important factors influencing work engagement. We assume a moderated mediation model in which job satisfaction plays a mediating role in the relationship between perceived organizational support and work engagement, regulatory emotional self-efficacy moderates not only the relationship between perceived organizational support and job satisfaction but also the relationship between job satisfaction and work engagement. Objective and Method: This study explores the drivers of work engagement through perceived organizational support and regulatory emotional self-efficacy among Chinese police officers using a convenient sampling method to administer a questionnaire to 744 Chinese police officers. A mediated model is proposed to investigate the mediating role of job satisfaction and the regulating role of regulatory emotional self-efficacy. Results: Job satisfaction mediated a positive relationship between organizational support and work engagement, and the perceived organizational support-job satisfaction and the job satisfaction-work engagement relationships were positively moderated by regulatory emotional self-efficacy, such that these relationships were stronger at higher levels of regulatory emotional self-efficacy. These findings, have a practical significance for Chinese police officers’ work engagement advancement.

In this paper we argue that an educational ideology, based on an epistemology of power and consumerism, has become embedded within the structural foundations of Western Education. The combination of a power-based epistemology which informs curriculum design on the one hand, coupled with a consumerist educational ideology of universal commodification on the other, have served to provide the basis for a persuasive but pernicious philosophy of nature. Virtually every relationship we have with nature, and in turn with each other, is reduced to a saleable item for exchange. The radical shift in socio-cultural perspective which has resulted from what we call an “ideo-epistemic pedagogy” has been both monumental and inimical to the ostensible goals of environmental education. Motivated by an ideology in which knowledge is construed as a “form of power”, and linked to relentless economic consumption, contemporary environmental education will simply reproduce, albeit in beguilingly inferential ways, the same contextual dynamics of technological invasiveness and mindless expropriation of natural resources that continue to lead ineluctably, and almost imperceptibly to the decimation and degradation of nature.