Search Results (130)

Amid ongoing educational reforms and the rapid advancement of the knowledge economy, innovative teaching behaviors are not only closely related to teachers’ professional growth and students’ academic achievement but are also regarded as the key driving force for the evolution of the educational system. Consequently, identifying effective ways to foster teachers’ innovative teaching behaviors has become a central concern in educational psychology and management. Grounded in the Job Demands–Resources framework, this study developed and tested a chained mediation model using survey data from 1163 Chinese elementary and secondary school teachers. The model examines how teachers’ emotional competence fosters innovative teaching behaviors and elucidates the underlying mechanisms. The results revealed that (1) emotional competence significantly and positively predicted innovative teaching behaviors, and (2) teaching efficacy and work vitality served not only as independent mediators but also as sequential mediators in this relationship. These findings extend the understanding of the antecedents of teachers’ innovative behaviors from an emotional perspective, demonstrating that emotional competence, as a critical psychological resource, can be transformed into innovative teaching behaviors through dual “cognitive–motivational” and “energy–motivational” pathways. This study offers both theoretical insights and practical implications for advancing teaching innovation by strengthening teachers’ emotional competence, teaching efficacy, and work vitality. Full article

This study investigates the influence of technostress (Tech) on the well-being (WB) of employees in manufacturing sectors employing Industry 4.0 in Turkey, examining the effect of work exhaustion (WE) as a mediator in the association between technostress and well-being. How digital leadership (Dg) moderates these relationships is analyzed and discussed accordingly. This article also presents strategies for digital leaders to mitigate employees’ technostress in the digital transformation era and discusses their positive role. Using the Job Demands–Resources (JD-R) framework and Conservation of Resources (COR) theory, data were gathered from 329 workers employed at three manufacturing firms located in Istanbul. Structural equation modeling (SEM) was employed to test this study’s hypothesis. The results indicate that increased technostress notably reduces employee well-being, primarily because it heightens work exhaustion. Moreover, robust digital leadership effectively lessens these negative impacts, underscoring its value in managing technological stress. This research explains the importance of the Sustainable Development Goal (SDG 3) for better health and well-being practices in workplaces. It suggests practical implications for organizations, including developing digital leadership skills, routinely assessing technostress, and applying targeted actions to sustain employee health during digital shifts. Full article

This study comprehensively evaluates the impact of remote work intensity on employee well-being, productivity, and sustainable practices within the IT sector, utilizing a cross-sectional online survey of 1003 employees. Findings reveal that remote work consistently boosts self-rated health, enhances perceived productivity, and promotes the adoption of sustainable workplace practices, with these benefits largely consistent across gender and most age groups. However, its effect on perceived stress is complex and significantly age-dependent, showing increased stress for younger employees (under 25) while mid-career professionals (26–35) experience stress reduction. Perceived stress did not emerge as a statistically significant mediator in the remote work-productivity relationship, suggesting that positive effects on productivity are primarily driven by direct mechanisms such as increased autonomy and flexibility. This research contributes to the Job Demands-Resources and Self-Determination Theory by illuminating how digital work demands and psychological needs are experienced heterogeneously across demographics in the remote context. Practical implications emphasize the need for differentiated stress management strategies tailored to younger employees, as well as a broader promotion of remote work, to enhance sustainable behavior within organizations. Methodologically, the study highlights the value of utilizing large, non-probability datasets, along with carefully constructed proxy scales, and proposes the future integration of AI-powered analytics for deeper insights. Full article

Digital fatigue is pervasive among university instructors, yet rigorous evidence on whether generative AI improves well-being is scarce. We conducted an eight-week staggered multiple-baseline AB–AB reversal with eight lecturers at a private Peruvian university. In intervention phases, participants replaced full readings with a daily ≤200-word ChatGPT summary plus three discussion questions (“content-curation sprint”). Outcomes were self-reported digital fatigue (FDU-24) and automatically logged screen time; analyses were carried out using trend-corrected Tau-U and paired-phase Cohen’s d. Across two intervention cycles, screen exposure fell by about 122 min per day (~29% of baseline) and digital fatigue scores decreased by ~22%. Effects were large and replicated (aggregate Tau-U = −0.79; d = −1.5 to −2.2). Treatment fidelity averaged 96%, and post-study technology acceptance was high. These findings provide preliminary experimental evidence that a brief, low-friction ChatGPT workflow can simultaneously reduce screen time and alleviate digital fatigue in higher-education faculty, suggesting a dual productivity-and-well-being dividend and positioning generative AI as a Job Demands–Resources “resource” rather than a stressor. Multi-site randomized trials with active controls, longer follow-up, and cost-effectiveness analyses are warranted. Practical implications for faculty development are immediate. Full article

The hybrid work environment significantly undermines the social well-being of employees in the workplace. Existing research predominantly addresses academics’ well-being challenges without offering practical strategies to counter these issues. This study identifies strategies that higher education institutions must adopt to enhance the social well-being of their academics in hybrid work settings. It employs Demerouti’s Job Demands-Resources (JD-R) model and Baumeister and Leary’s theory of the need to belong as its theoretical framework. Using a cross-sectional qualitative approach, semi-structured interviews were guided by an interview schedule to gather data. The sample comprised 23 academics from three campuses of North-West University, and thematic analysis was utilized to analyse the data. The study revealed that growth strategies, such as training, development, and mentoring, are crucial for fostering a sense of belonging, strengthening work relationships, and helping academics connect in a hybrid work environment. Support strategies like providing peer support, management support, physical resources, effective communication, and improvements in job quality enhance academics’ social well-being in this setting. Relationship strategies, which entail organizing social events and promoting a positive organizational culture, are key to encouraging social well-being in the hybrid work environment. Additionally, reward strategies, such as recognition and direct compensation, are essential for reinforcing a sense of belonging, improving work relationships, and enhancing social connections in a hybrid work environment. Intentional, coach-oriented, sensible, and inclusive leadership is vital. The findings offer valuable insights for higher education institutions to adopt a more comprehensive approach to managing the well-being of academic employees. This highlights the need to focus not only on mental and psychological health but also on social well-being. Full article

This study investigates how environmentally specific ethical leadership (ESEL) enhances employee job performance in public healthcare organizations by examining the sequential mediating roles of communication competence and work engagement. Grounded in Social Learning Theory and the Job Demands–Resources (JD–R) model, this study further explores the moderating effect of emotional regulation in this green leadership–performance linkage. Data were collected from 384 healthcare professionals, including physicians, nurses, and administrative staff, in public hospitals across Jordan using a cross-sectional survey design. Structural equation modeling (SEM) via SmartPLS was employed to test the hypothesized relationships. The results reveal that ESEL significantly improves job performance by fostering environmentally responsible communication and enhancing employee engagement. Specifically, the findings support a sequential mediation process: ESEL cultivates communication competence, which promotes work engagement, ultimately leading to higher performance. Furthermore, emotional regulation strengthens these relationships, suggesting that employees with greater self-regulatory capacity respond more positively to green ethical leadership. This study extends the literature on sustainable human resource management by uncovering how ESEL fosters pro-environmental behavior and high performance in ethically sensitive contexts such as healthcare. In practical terms, the findings emphasize the need for healthcare organizations to embed sustainability-focused communication and emotional regulation skills into leadership training to support green transition goals. Full article

This study investigates how resilience and multidimensional happiness at work (HAW), comprising work engagement, job satisfaction, and affective organizational commitment, contribute to grit among employees in high-pressure service environments. Drawing on Fredrickson’s Broaden-and-Build Theory, we test a model using data collected in 2024 from 293 employees at an international airport in Cyprus. Structural equation modeling reveals that resilience significantly enhances both grit and all three HAW dimensions. Among them, affective commitment emerged as a key mediator linking resilience to grit, while job satisfaction showed a surprising negative effect on grit. These findings highlight the importance of fostering eudaimonic rather than purely hedonic well-being to build sustainable motivation in emotionally demanding roles. Our results contribute to the sustainable work and well-being literature by positioning resilience and commitment as psychological resources that support organizational adaptability and long-term employee performance. This study offers actionable insights for leadership, HR strategy, and the promotion of sustainable workplace cultures, particularly in aviation and airport operations, where employee well-being directly impacts safety, service quality, and crisis readiness. Full article

Background: Air traffic control is a stressful job and vital to aviation safety. Although technological developments have been introduced to enhance and facilitate the tasks of air traffic control officers (ATCOs), ATCOs still experience high levels of job stress. This study explores the influence of mindfulness and social work support (SWS) on the job performance and job stress of ATCOs in Saudi Arabia. Methods: Grounded in Job Demands–Resources (JDR) theory, this study used a cross-sectional design to survey 324 ATCOs, with a 72% response rate. Mindfulness and SWS were treated as individual and situation-specific resources that influence stress and performance outcomes. Results: The results indicated that mindfulness could reduce workplace stress and improve performance. Moreover, SWS was also critical in reducing the adverse impacts of stress on job performance, reflecting the buffering effect posited by JDR theory. Conclusions: This study demonstrates that JDR theory is applicable to the context of ATC since it validates the importance of mindfulness and SWS as critical resources in minimizing stress levels and improving performance. The findings have implications for the viability of mindfulness-based training interventions and peer-support programs in supporting the health of ATCOs and their ability to deal with highly stressful situations. Full article

Work–life balance (WLB) is central to sustainable social and economic development, as reflected in the UN Sustainable Development Goals 3, 5, and 8. The purpose of this article is to identify and examine the key organisational and personal factors influencing the perceived work–life balance of employees in rural areas. The theoretical framework is grounded in three complementary approaches: the job demands–resources (JD-R) model, spillover theory, and boundary theory. Together, they offer a comprehensive perspective on role dynamics in the context of limited resources, technostress, and family-related tensions. The study was conducted on a sample of 700 rural employees in Poland, predominantly women (60.6%), with the majority aged 35–55 years (53.0%). Data were collected via a structured questionnaire and analysed using an exploratory approach based on regression trees (CART), which are effective in identifying latent and multidimensional relationships. The findings highlight the mechanisms underlying WLB disruptions in rural contexts and pinpoint areas for intervention through public and organisational policies aimed at supporting employee well-being. The most influential factors were workplace comfort, work flexibility, time autonomy, and employee age. Notably, younger employees require better working conditions than older ones to achieve similar WLB levels. The CART analysis also indicates that some disadvantages, such as low workplace comfort, can be mitigated by more flexible work schedules. Employers should therefore provide multidimensional support through complementary measures, monitor job demands, and educate employees on the effective use of available resources. Full article

This study examines how emotional intelligence and frustration intolerance influence academic performance in university students, drawing on the Job Demands–Resources model—which frames academic success as a balance between psychological demands (such as frustration intolerance) and personal resources (like emotional intelligence)—and Self-Determination Theory, which explains how motivation and self-regulation contribute to adaptation and persistence in challenging contexts. A sample of 630 undergraduates across various disciplines completed validated measures of emotional intelligence, frustration intolerance, academic burnout, academic engagement, and grade point average. Structural equation modeling analyzed relationships among these variables. The results showed that emotional intelligence positively predicted academic performance both directly and indirectly by increasing engagement and reducing burnout. Conversely, frustration intolerance negatively affected academic performance through increased burnout and decreased engagement. The model explained 24 percent of the variance in academic performance. These findings indicate that academic achievement depends on managing the balance between psychological demands and personal resources. Frustration intolerance acts as a psychological demand increasing vulnerability to exhaustion and disengagement, while emotional intelligence serves as a personal resource supporting self-regulation, motivation, and persistence. This highlights the importance of fostering emotional skills and frustration tolerance in higher education to help students cope better with academic challenges and improve performance. Full article

In crisis-stricken economies, leadership effectiveness increasingly hinges not on technical expertise alone but on emotional competence. While emotional intelligence (EI) has been widely acknowledged as a catalyst for effective leadership and employee outcomes, its role in volatile and resource-scarce contexts remains underexplored. This study addresses this critical gap by investigating the impact of five core EI dimensions, namely self-awareness, self-regulation, motivation, empathy, and social skills, on employee performance amid Lebanon’s ongoing multidimensional crisis. Drawing on Goleman’s EI framework and the Job Demands–Resources theory, the research employs a quantitative, cross-sectional design with data collected from 398 employees across sectors in Lebanon. Structural Equation Modeling revealed that all EI dimensions significantly and positively influenced employee performance, with self-regulation (β = 0.485) and empathy (β = 0.361) emerging as the most potent predictors. These findings underscore the value of emotionally intelligent leadership in fostering productivity, resilience, and team cohesion during organizational instability. This study contributes to the literature by contextualizing EI in an under-researched, crisis-affected setting, offering nuanced insights into which emotional competencies are most impactful during prolonged uncertainty. Practically, it positions EI as a strategic leadership asset for crisis management and sustainable human resource development in fragile economies. The results inform leadership training, policy design, and organizational strategies that aim to enhance employee performance through emotionally intelligent practices. Full article

Digital hoarding (DH) is an emerging behavior with potential implications for psychological well-being and daily functioning. While traditionally associated with physical hoarding disorder, DH presents unique challenges in digital environments, particularly among university students increasingly immersed in technology. This study examines the relationship between DH and academic performance, proposing a theoretical model in which academic engagement and academic burnout act as mediating mechanisms. Drawing on the Job Demands–Resources Theory, we provide evidence that DH contributes to a health impairment process that negatively affects student outcomes. Our findings reveal DH as a novel predictor of academic burnout, highlighting its detrimental impact on academic performance. These results carry significant theoretical and practical implications, offering new insights into the role of technology-related anxiety disorders in educational settings. From a practical perspective, our study underscores the need for higher education institutions to implement targeted interventions focused on emotional regulation and learning strategies to mitigate the negative effects of DH. Despite limitations related to sample specificity and cross-sectional data, this research opens avenues for future longitudinal studies and interventions aimed at addressing DH in both academic and professional contexts. By linking digital behaviors to mental health and performance, this work aligns with public health interests in understanding technology’s impact on youth well-being. Full article

This study investigates the relationships between proactive personality, psychological capital, work engagement, work well-being, and innovative work behavior among employees in Saudi public authorities, based on the conservation of resources theory and the job demands-resources model. Using a sequential mediation model, data from 457 public employees were analyzed through structural equation modeling. The results show that a proactive personality and psychological capital significantly predict work engagement, but neither is significantly related to work well-being. Notably, while a proactive personality does not directly impact innovative work behavior, psychological capital does. Additionally, work well-being partially mediates the relationship between work engagement and innovative work behavior. These findings suggest that enhancing psychological capital and fostering engagement are key to promoting innovation. The mediating role of well-being highlights the importance of employee welfare in this process. This study provides practical implications for HR managers in the Saudi public sector and emphasizes strategies for building internal psychological resources. However, as data were collected from a single source, future research should include multiple key informants to enhance generalizability. This study builds on theory by demonstrating how proactive personality and psychological capital jointly stimulate innovative behavior through engagement and well-being, enriching the job demands-resources model with personal resource dynamics in public sector organizations. Full article

Air traffic controllers (ATCOs) make a significant contribution to ensuring flight safety, making this profession a highly stressful job globally. Job demands–resources (JDR) theory proposes a health impairment process stemming from job demand (complexity) to mental workload, which causes job stress, resulting in compromised flight safety. This vicious cycle is evident among ATCOs and is recognized as an unsustainable management practice. To curb this process, we propose intra-functional flexibility as a conditional factor. Intra-functional flexibility refers to the flexibility in the reallocation and coordination of resources among team members to help in urgent times. This is a relatively new concept and is yet to be empirically tested in the ATCO context. ATCOs work in a dynamic environment filled with sudden surges of urgent jobs to be handled within short time limits. Intra-functional flexibility allows standby crews to be called to ease these tensions when needed. To ascertain the role of intra-functional flexibility in mitigating health impairment among ATCOs, a questionnaire was administered to 324 ATCOs distributed across Saudi Arabia. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis exhibited two critical findings: First, the study revealed the prevalence of a vicious cycle of health impairment among Saudi ATCOs, whereby job complexity leads to increased mental workload, resulting in elevated levels of job stress. Secondly, the presence of intra-functional flexibility weakened this vicious cycle by mitigating the influence exerted by mental workload on job stress. That is, the mediation-moderated model proposed in this study provides empirical evidence supporting the applicability of intra-functional flexibility in mitigating the dire suffering of ATCOs. This study discusses limitations and future research directions in the end. Full article

This study investigates the creators, effects, and inhibitors of technostress among STEM teachers, addressing a critical yet underexplored issue in the digitalization of education. Grounded in the technostress model and the job demands–resources (JD-R) model, the study examines the relationships among technostress creators, burnout, organizational effects (job satisfaction, organizational commitment, and work performance), and technostress inhibitors. A cross-sectional survey was conducted with 378 STEM teachers from Zhejiang Province, China. Structural equation modeling (SEM) was employed to test the hypothesized paths. The results revealed that technostress creators significantly increased teacher burnout and negatively affected organizational commitment and work performance. Burnout mediated the impact of technostress creators on job satisfaction and organizational commitment. Technostress inhibitors were found to alleviate burnout, mitigate technostress creators, and enhance STEM teachers’ commitment. These findings validate the applicability of the technostress model in the context of K–12 STEM education in China and highlight the importance of organizational mechanisms for supporting teacher well-being and performance. The study contributes to both theory and practice by proposing an integrative model of technostress and offering actionable recommendations for school leadership to effectively manage technostress. Full article