Stress among UK academics: identifying who copes best

Abstract

This paper examined the levels of stress and coping strategies among UK academics.Adopting a positive psychology approach, the influence of the character strengths of hope, optimism, gratitude and self-efficacy, on stress, subjective well-being (SWB), and mental health (GHQ) was examined in 216 academics in a UK university. The study explored the relationship between coping styles and work-coping variables of sense of coherence and work locus of control and stress. No significant differences on the stress, well-being and mental health measures were found for participants' gender, whether in full-time or part-time employment and level of seniority within the university. Participants using problem-focussed coping experienced lower levels of stress while dysfunctional coping was a positive predictor of stress. Hope agency, hope pathway, gratitude, optimism and self-efficacy were the strongest positive predictors of satisfaction with life (SWL), while levels of perceived stress negatively predicted SWL. Gratitude, hope agency and self-efficacy positively predicted positive affect, while stress was a negative predictor. Gratitude, hope agency, self-efficacy and optimism were negative significant predictors of negative affect while stress was a positive predictor. Gratitude positively predicted mental health, while stress was a negative predictor and optimism was a significant moderator of the relationship between stress and mental health. Academics with higher levels of gratitude, self-efficacy, hope and optimism report lower levels of stress at work and higher levels of well-being as measured by higher life satisfaction, higher positive affect and lower negative affect. New approaches to stress management training are suggested based on these findings.Key words: Character strengths; coping; gratitude; mental health; stress; subjective wellbeing 3 Stress among UK academics: Identifying who copes best? IntroductionChanges in the academic environment suggest that the nature of academics' work has changed significantly in the last two decades (Kinman, 2008). Reductions in funding, relatively low pay, heavy workloads, long working hours, the growth in the number of students, poor communications, role ambiguity and striving for publications have been identified in many studies as factors that contribute to work stress (e.g. Archibong, Bassey, & Effiom, 2010;Kinman, 2008;Rutter, Herzberg, & Paice, 2002; Winefield & Jarret, 2001). A substantial literature over the past four decades has consistently shown that work stressors cause illness and reduce productivity at work (Kinman, 2008). There is now an acceptance that certain levels of work stress are inevitable, so employers should be promoting the psychological well-being of their employees to help them cope better with stress (NICE, 2009). The main objective of the study was to examine why some academics cope better with stress at work and preserve their well-being and mental health. Identifying the psychological characteristics and coping styles of academics who s...

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