Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation

Han, Jiying; Yin, Hongbiao; Wang, Junju

doi:10.3389/fpsyg.2020.01727

Cited by 24 publications

(28 citation statements)

References 52 publications

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“…As previously mentioned the concepts of resilience and emotion regulation received limited attention in the realm of L2 research. However, compared to teacher resilience, emotion regulation has been the focus of more empirical research (e.g., Brackett et al, 2010;Jiang et al, 2016;Akbari et al, 2017;Fathi and Derakhshan, 2019;Katana et al, 2019;Braun et al, 2020;Chang, 2020;Han et al, 2020;Fathi et al, 2021). Brackett et al (2010), for instance, investigated the associations among teachers' emotion-regulation ability, job satisfaction, and burnout.…”

Section: Emotion Regulationmentioning

confidence: 99%

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A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

Xie

2021

Front. Psychol.

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Employing a sequential mixed-methods design, the current study examined the role of Chinese EFL teachers' emotion regulation and resilience in predicting their work engagement. To this end, 314 Chinese EFL teachers with various academic degrees and teaching experiences were opted from different schools, institutes, and universities of China. To obtain the quantitative data, Utrecht Work Engagement Scale (UWES), Connor–Davidson Resilience Scale (CD-RISC), and Emotion Regulation Questionnaire (ERQ) were electronically distributed among participants. Performing correlational analyses, a strong association was found between teacher resilience and work engagement. The inspection of the correlations also revealed a moderate correlation between cognitive reappraisal and resilience as well as cognitive reappraisal and work engagement. To probe the predictability power of teacher resilience and emotion regulation (cognitive reappraisal), structural equation modeling (SEM) was performed. The results of the SEM analysis demonstrated that Chinese EFL teachers' work engagement was predicted significantly and favorably by their resilience. Using semi-structured interviews, some qualitative data were also collected to fully understand Chinese EFL teachers' perceptions of work engagement. The thematic analysis (TA) of Chinese EFL teachers' responses to interview questions resulted in two main themes and 14 sub-themes, revealing extrinsic and intrinsic factors contributing to teaching engagement. The findings of TA illuminated that both personal resources and job resources can predict teaching engagement. The pedagogical implications for administrators and teacher trainers are further discussed.

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Section: Emotion Regulationmentioning

confidence: 99%

“…In a similar vein, Han et al (2020) examined the relationships between teachers' emotional regulation strategies (i.e., cognitive reappraisal & expressive suppression), well-being, and their job characteristics. To this end, 643 university teachers were invited to complete some validated scales.…”

Section: Emotion Regulationmentioning

confidence: 99%

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

Xie

2021

Front. Psychol.

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“…Beyond the aforementioned risk factors, some aspects of work in academia may prevent WRS (i.e., they are protective factors), as well as foster motivation and well-being. These primarily include social support from supervisors [ 26 , 27 ], co-workers [ 26 , 28 ], students [ 29 ], and administrative staff [ 30 ]. Other key protective factors are social recognition (e.g., the extent to which an academic’s work is recognized and appreciated by university management) [ 18 ], and job autonomy [ 31 ] in terms of control and freedom in teaching and undertaking research, which is associated with increased work-related motivation [ 27 ] and work–life balance [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

A New Academic Quality at Work Tool (AQ@workT) to Assess the Quality of Life at Work in the Italian Academic Context

Brondino

Signore

Zambelli

et al. 2022

IJERPH

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The present study provides evidence for a valid and reliable tool, the Academic Quality at Work Tool (AQ@workT), to investigate the quality of life at work in academics within the Italian university sector. The AQ@workT was developed by the QoL@Work research team, namely a group of expert academics in the field of work and organizational psychology affiliated with the Italian Association of Psychologists. The tool is grounded in the job demands-resources model and its psychometric properties were assessed in three studies comprising a wide sample of lecturers, researchers, and professors: a pilot study (N = 120), a calibration study (N = 1084), and a validation study (N = 1481). Reliability and content, construct, and nomological validity were supported, as well as measurement invariance across work role (researchers, associate professors, and full professors) and gender. Evidence from the present study shows that the AQ@workT represents a useful and reliable tool to assist university management to enhance quality of life, to manage work-related stress, and to mitigate the potential for harm to academics, particularly during a pandemic. Future studies, such as longitudinal tests of the AQ@workT, should test predictive validity among the variables in the tool.

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“…The occurrence of the presence of distress was determined by reducing the five answer categories of the Likert scale to three answer categories (never = 0, sometimes = 1, regularly or more often = 2), and subsequently summing the items to a total score, ranging from 0 to 32. Based upon these scores, participants were categorized in low (0-10), moderately increased (11)(12)(13)(14)(15)(16)(17)(18)(19)(20), or strongly increased distress (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32), as outlined in the 4DSQ manual [44].…”

Section: Measurementsmentioning

confidence: 99%

“…Third, evidence has also been found for personal resources as mediators in the motivational process. For example, the relationship between job resources and engagement was shown to be mediated by the personal resource 'emotion regulation' among university teachers [23].…”

Section: Introductionmentioning

confidence: 99%

The Role of Self-Compassion in the Job Demands-Resources Model, an Explorative Study among Crisis Line Volunteers

Willems

Drossaert

Klooster

et al. 2021

IJERPH

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The job demands-resources (JD-R) model has hardly been studied in volunteer organizations and there is a scarcity of studies evaluating self-compassion as a personal resource within the JD-R model. The present study addresses these gaps in current knowledge, first by examining the applicability of the JD-R model in a crisis line volunteer organization. Second, self-compassion is examined, both in terms of its moderating role on the exhaustion process as well as its role on the motivation process. Structural equation modelling was used for the analyses. The influence on the organizational outcome ‘compassion towards others’ was examined using a multiple regression analysis. The results showed that the JD-R model has an acceptable fit on this sample and supports the central assumption that exhaustion and motivation are two independent but related processes. This study provides evidence that self-compassion is a valuable addition to the JD-R model, as it has an indirect effect on both processes, and increases the explained variance in compassion towards others by 7% through the exhaustion process and by 3% through the motivational process. These findings point to the importance of focusing on self-compassion in training and supervision in volunteer organizations.

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Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation

Cited by 24 publications

References 52 publications

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

A New Academic Quality at Work Tool (AQ@workT) to Assess the Quality of Life at Work in the Italian Academic Context

The Role of Self-Compassion in the Job Demands-Resources Model, an Explorative Study among Crisis Line Volunteers

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