Challenge versus hindrance job demands and well‐being: A diary study on the moderating role of job resources

Abstract

The present study among 158 primary school teachers in Croatia integrated the challenge‐hindrance stressor framework in job demands–resources (JD–R) theory. We hypothesized that hindrance job demands would be negatively related to well‐being and that job resources could buffer this relationship. In addition, we hypothesized that challenge job demands would be positively related to well‐being and that job resources would boost this relationship. The study employed a quantitative daily diary methodology. Teachers filled out a background questionnaire and a daily diary booklet for three to five consecutive workdays (N = 438 occasions). Results of multilevel analyses showed that daily hindrance job demands had a negative relationship with daily positive affect and work engagement. Daily job resources buffered this relationship. In contrast, daily challenge job demands had a positive relationship with positive affect and work engagement. Daily job resources boosted this relationship. We discuss the implications of these findings for JD–R theory and practice. Practitioner points High daily job resources foster employee's daily work engagement and positive affect at work particularly when daily challenge demands are high. High daily job resources buffer the negative impact of high daily hindrance demands on daily work engagement and positive affect at work. Guidelines are proposed to enhance teachers' and school principals' education and training, as well to contribute to the more optimal workplace design for teachers.

When and Why Are Internal Job Transitions Successful? Transition Challenges, Hindrances, and Resources Influencing Motivation and Retention Through Basic Needs Satisfaction

“…That is, when people are confronted with challenges, resources become particularly salient and increase the motivating power of the challenges. This was confirmed in their empirical study (Tadić et al, 2014).…”

“…It is then believed that resources enable employees to cope better with the job demands and, thus, that they can buffer their negative impact. In line with this reasoning, a few studies have indeed found resources to lower the demotivating impact of, among others, emotional and physical demands Hakanen, Bakker, & Demerouti, 2005;Tadić et al, 2014). However, this buffering impact has not always been found, an observation that stimulated Tadić and colleagues (2014) to argue that resources could have a boosting-rather than a buffering-impact on challenging demands.…”

“…Most research on the moderating role of resources implicitly assumes job demands to be hindering (Tadić et al, 2014). It is then believed that resources enable employees to cope better with the job demands and, thus, that they can buffer their negative impact.…”

Job crafting and its impact on work engagement and job satisfaction in mining and manufacturing

“…However, in terms of challenging job demands, research has shown that stimulating and challenging job tasks impact employee motivation positively (Crawford, LePine & Rich, 2010;LePine, Podsakoff & LePine, 2005), whereas hindering job demands have been shown to be related to employee exhaustion and cynicism (LePine et al, 2005;Van den Broeck, De Cuyper, De Witte & Vansteenkiste, 2010). Hindering job demands contribute to the eroding of energy and health impairment that leads to burnout and eventually being unwell (Tadic, Bakker & Oerlemans, 2015). Job crafters therefore address their job demands and job resources in a variety of constructive ways, like seeking resources (e.g., more autonomy on certain tasks, asking supervisors for more feedback regarding their performance), seeking challenges (e.g., challenging job demands to increase their mastery and personal growth), and reducing demands (e.g., hindering demands such as role conflict) (cf.…”

Flow at Work: a Self-Determination Perspective

“…Finally, in a recent daily diary study, Tadic et al (2015) investigated the role of job resources in the context of the challenge-hindrance stressor framework (Cavanaugh et al 2000), focusing on two well-being indicators that are closely related to workrelated flow, namely daily positive affect and daily work engagement. Teachers were asked to fill out a daily diary questionnaire for several days in a row.…”