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

Frontiers in Psychology

article

Jiying Han¹  Hongbiao Yin²  Junju Wang¹ 

[1] School of Foreign Languages and Literature, Shandong University;Department of Curriculum & Instruction, The Chinese University of Hong Kong

关键词: emotional job demands;    teaching support;    emotional regulation strategies;    well-being;    ill-being;    the job demands-resources model;   

DOI  :  10.3389/fpsyg.2020.01727

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

This study investigated the associations between university teachers’ emotional job demands, teaching support, and well-being, and examined the mediating effect of emotional regulation strategies (i.e., reappraisal and suppression) in the job demands-resources (JD-R) model. The results of a survey of 643 university teachers in mainland China indicated that emotional job demands and teaching support, which facilitated teachers’ use of reappraisal strategies, had desirable effects on their well-being. Reappraisal was beneficial to teachers’ well-being, and suppression was harmful. These findings support the mediation role of emotional regulation, and evidence the applicability of the JD-R model to a higher education context.

【 授权许可】

CC BY