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

Year: 2020

Type: article

Abstract: Based on the job demands-resources model and emotion regulation theory, this study examined the relationships between job characteristics of university teaching (i.e., emotional job demands and teaching support), emotion regulation strategies (i.e., reappraisal and suppression), and university teachers’ well-being. Data collected from a questionnaire survey of 643 university teachers in China were analysed. The results indicated that (1) both emotional job demands and teaching support had desirable effects on university teachers’ well-being; (2) both emotional job demands and teaching support facilitated university teachers’ use of reappraisal strategies; and (3) reappraisal was beneficial to university teachers’ well-being, whereas suppression was harmful. These findings support the applicability of the job demands-resources model to the contexts of higher education, and highlight the mediating role of emotion regulation.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2020.01727

Authors: Jiying Han, Hongbiao Yin, Junju Wang

Institutions: Shandong University, Chinese University of Hong Kong

Language: English

Topic: Job Satisfaction and Organizational Behavior

Subfield: Organizational Behavior and Human Resource Management

Field: Business, Management and Accounting

Domain: Social Sciences

SDGs: Quality education, Decent work and economic growth

Open Access status: gold

Estimated APC paid: $2,950