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How Work Stress Impacts Emotional Outcomes of Chinese College Teachers: The Moderated Mediating Effect of Stress Mindset and Resilience

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  • Tao Yu

    (College of State Governance, Southwest University, Chongqing 400715, China
    Department of Human Resources, Southwest University, Chongqing 400715, China
    These authors contributed equally to this work.)

  • Jiayuan Li

    (College of International Education, Sichuan International Studies University, Chongqing 400031, China
    These authors contributed equally to this work.)

  • Lidong He

    (College of State Governance, Southwest University, Chongqing 400715, China)

  • Xiaofu Pan

    (College of State Governance, Southwest University, Chongqing 400715, China)

Abstract

Based on the job demands-resources model and conservation of resource theory, this study investigated 456 Chinese college teachers’ work stress, stress mindset, resilience, emotional exhaustion, positive affect, and negative affect. The results of mediation analysis showed that resilience played a partial mediation role between work stress and emotional outcomes (emotional exhaustion, positive affect, and negative affect). Moreover, the results of a moderated mediation analysis showed that stress mindset moderated the relationship between work stress and resilience, and moderated the mediating effect of resilience between work stress and emotional outcomes (emotional exhaustion, positive affect, and negative affect). Specifically, work stress had a significant negative predictive effect on resilience when stress mindset is low ( β = −0.54, p < 0.001); work stress could also negatively predict resilience when the stress mindset is high ( β = −0.47, p < 0.001), but its effect decreased, and stress mindset negatively moderated the path between work stress and resilience. Finally, we discussed theoretical implications, practical implications, limitations, and future directions.

Suggested Citation

  • Tao Yu & Jiayuan Li & Lidong He & Xiaofu Pan, 2022. "How Work Stress Impacts Emotional Outcomes of Chinese College Teachers: The Moderated Mediating Effect of Stress Mindset and Resilience," IJERPH, MDPI, vol. 19(17), pages 1-12, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10932-:d:904321
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    References listed on IDEAS

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    1. Yoon Jung Cha & Kang-Sook Lee & Jeong Hee Cho & Ik Soon Choi & Dahyeon Lee, 2022. "Effect of Job Stress on Burnout among Nurses Responding to COVID-19: The Mediating Effect of Resilience," IJERPH, MDPI, vol. 19(9), pages 1-9, April.
    2. Blanca Rosa García-Rivera & Ignacio Alejandro Mendoza-Martínez & Jorge Luis García-Alcaraz & Jesús Everardo Olguín-Tiznado & Claudia Camargo Wilson & Mónica Fernanda Araníbar & Pedro García-Alcaraz, 2022. "Influence of Resilience on Burnout Syndrome of Faculty Professors," IJERPH, MDPI, vol. 19(2), pages 1-19, January.
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    Cited by:

    1. Xiaoyan Liu & Lele Zhang & Haowen Ma & Haofeng Nan & Ran Liu, 2022. "An Empirical Study of Promotion Pressure among University Teachers in China Using Event History Analysis," IJERPH, MDPI, vol. 19(22), pages 1-17, November.
    2. Mao Zhao & Yating Yu & Kuen Fung Sin, 2024. "The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.

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