Stress and Well-Being of University Staff: An Investigation Using the Demands-Resources- Individual Effects (DRIVE) Model and Well-Being Process Questionnaire (WPQ)

Williams, Gary M.; Thomas, Kai; Smith, Andrew Paul

doi:10.4236/psych.2017.812124

Cited by 48 publications

(51 citation statements)

References 59 publications

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“…Alternative methods of analyses can also be used in future research. Recent studies of the WPQ have either used categories of variables as in the present study or have conducted factor analyses and used the factor scores in the regression (Williams, Pendlebury & Smith, 2017;Williams, Thomas & Smith, 2017). An alternative approach is to pay more attention to the individual variables (both predictors and outcomes- Williams & Smith, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Student Well-Being Process Questionnaire (Student WPQ)

Williams¹,

Pendlebury²,

Thomas³

et al. 2017

PSYCH

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Recent research has used short questionnaires based on single item versions of psychosocial concepts to assess well-being. This has largely been confined to occupational samples and the present article describes the extension of this process to university students. The Student Well-being Process Questionnaire (Student WPQ) was used to examine predictors of positive well-being, negative mental health and cognitive function. An online survey was used with 478 first and second year undergraduates as participants. Regression analyses showed that positive well-being (e.g. happiness, positive affect and life satisfaction) was predicted by positive personality (high optimism, self-esteem and self-efficacy), high social support and low stressors and low negative coping scores. Negative outcomes (e.g. perceived stress, anxiety and depression) were predicted by high stressor, coping and conscientiousness scores, and low positive personality and social support scores. Cognitive problems were predicted by high stressor and negative coping scores and low positive personality scores. A MANOVA showed that there were no significant interactions between the predictor variables. The best predictor of all outcomes was a combined score including all predictor variables. Overall, the present study shows that the Student WPQ can provide useful information on predictors of different aspects of well-being. Future research can include additional potential predictors and other outcomes to determine whether other factors are significant when established predictors are adjusted for.

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Section: Discussionmentioning

confidence: 99%

The Student Well-Being Process Questionnaire (Student WPQ)

Williams¹,

Pendlebury²,

Thomas³

et al. 2017

PSYCH

Self Cite

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show abstract

“…A positive personality was associated with positive well-being both at work and outside of work. Williams et al (2017) used the Demands-Resources-Individual Effects (DRIVE) Model and the Well-Being Process Questionnaire (WPQ) to reveal relationships, where the logistic regression showed that well-being outcomes were predicted by high positive personality and low negative coping. Positive job appraisals were predicted by high resources and low demand.…”

Section: Resultsmentioning

confidence: 99%

Consequences of Workplace Stress – Company Case Study

Juhász¹,

Mura²

2020

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The issue of work-related stress has been addressed by researchers for a decade, while less interest in the issue has been shown by company executives. In spite of the known effects of work-related stress, not sufficient attention is devoted to it by the top management. A case study was applied in our research to investigate the stress level of employees and consequences of workplace stress in the chosen company. Our research activity was supported by personal observation, document analysis, interviews and a questionnaire survey. The results show that negative impact of stress on the employee health (calculated economic effect of stress) is significantly higher than the cost of employee training. Creating a pleasant work environment and improving the cooperation of co-workers may result in reduction of sick leave and the employee fluctuation.

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“…In order to remove this problem, short scales were developed and these were found to be significantly correlated with the longer scales from which they were derived. The Wellbeing Process Questionnaire (WPQ - [4][5][6][7][8][9] was developed using this approach. The questionnaires have been modified to use in research with students [10].…”

Section: The Theoretical Contextmentioning

confidence: 99%

The Microstructure of the Student Wellbeing Process Questionnaire

Smith¹,

Firman²

2020

JESBS

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Background: The wellbeing process model formed the basis of questionnaires that can demonstrate which factors predict negative and positive wellbeing outcomes. The Student Wellbeing Process Questionnaire (Student WPQ) uses stressor, negative coping, psychological capital and social support scales to predict positive and negative wellbeing outcomes. Aims: The usual method of scoring the WPQ has been to sum relevant questions in each scale. The aim of the present analyses was to investigate the microstructure of the WPQ and examine the profile of individual predictor and outcome items. Methodology: The research was approved by the ethics committee, School of Psychology, Cardiff University, and carried out with the informed consent of the volunteers (1481 psychology undergraduates; 89.4% female; 49.7% year 1; mean age 19.5 years). An online survey was carried out, and a MANOVA was conducted to examine associations between the wellbeing process predictor variables and the wellbeing outcomes. Results: A multivariate analysis of variance showed that the majority of individual predictors had significant overall effects. Some of the predictors (optimism; self-esteem, developmental challenges; time pressure; avoidance coping) had significant effects on all outcomes, which explains the global effects of the positive personality and stressor composite variables. Negative coping variables had significant effects on all negative outcomes. Other variables had selective effects on specific outcome measures. Conclusion: The independent variables from the student wellbeing questionnaire are good predictors of both positive and negative wellbeing outcomes. This is observed when either individual items or composite scores are used in the analysis.

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Stress and Well-Being of University Staff: An Investigation Using the Demands-Resources- Individual Effects (DRIVE) Model and Well-Being Process Questionnaire (WPQ)

Cited by 48 publications

References 59 publications

The Student Well-Being Process Questionnaire (Student WPQ)

The Student Well-Being Process Questionnaire (Student WPQ)

Consequences of Workplace Stress – Company Case Study

The Microstructure of the Student Wellbeing Process Questionnaire

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