Search Results (232)

This study applies Job Demands-Resources (JD-R) theory to music student psychology, with particular attention to the differentiated impacts of artificial intelligence across music student subgroups. Background: Music education requires intensive cognitive, motor, emotional, and social training. Methods: Employing a narrative literature review and conceptual framework approach, this paper draws on JD-R theory, technostress research, and cross-cultural scholarship to identify demands and resources in music education and examine their relationships with burnout and engagement. Results: Seven demands: technical, physical, temporal, performance, social–emotional, technostress, cultural identity. Resources: teacher support, peer collaboration, instruments, AI tools, curricula, and intrinsic motivation. Critically, AI-related demands and resources differ substantially across subgroups: composers face direct demand shocks (job displacement) and resource opportunities (creative augmentation) that vary by career stage, while performers experience more indirect impacts through recording market disruption and emerging self-media opportunities. Singers face a unique paradox whereby AI voice cloning creates short-term recording opportunities while potentially enabling long-term vocal replacement. Cultural identity demands arise from heritage-Western tensions in East Asia. Conclusions: This JD-R framework provides a nuanced lens for understanding music students’ well-being that accounts for subgroup-specific vulnerabilities and opportunities. Full article

Drawing on the personal-resource logic of the Job Demands–Resources (JD–R) model, this study examines emotional intelligence (EI) not as a single global trait but as a differentiated set of self-regulatory resources associated with distinct burnout dimensions. Using cross-sectional, self-report data from higher-education instructors (N = 292; complete-case N = 161–185 for the multivariable models), EI was assessed with the Bar-On Emotional Quotient Inventory and burnout with the BO-SE Burnout Screening Scales (mental, emotional, physical, and social exhaustion, plus an aggregated index); hierarchical regression, relative-importance analysis, and bootstrapped indirect-effect models were estimated. Overall EI was negatively associated with all burnout dimensions. At the component level, intrapersonal skills and stress management (stress tolerance and impulse control) were the two most consistent correlates, with complementary coverage—stress management most consistent for mental, emotional, and physical exhaustion, and intrapersonal skills strongest for mental and emotional exhaustion—while general mood was specific to physical exhaustion; associations survived false discovery rate correction. General mood and stress-management capacity statistically accounted for part of these associations in exploratory indirect-effect models. Because the design is cross-sectional and based on a single self-report method, findings are interpreted as associations and statistical indirect effects rather than causal mechanisms. The findings are consistent with a differentiated resource interpretation of EI in emotionally demanding work, but they do not establish causal mechanisms or temporal ordering. Full article

Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC. Full article

Saudi Arabia’s Vision 2030 aims to make human capital the key driver of economic development and innovation. However, there is a dearth of research on employee well-being in the Gulf Cooperation Council (GCC) states and in Saudi Arabia as well. There is a need to re-examine how the Kingdom’s unique cultural disposition (tribalism, gender segregation, religious customs, expatriate dependence) interacts with the well-being of their employees. With this background, the present study, by using an in-depth qualitative approach and integrating the JD-R model and sociocultural theory, attempts to provide a comprehensive framework for analyzing and understanding employee well-being outcomes among a Saudi public university’s staff members facing the impact of internationalization, digitalization, and policy reforms. The university chosen was one of the largest public universities of Saudi Arabia based in Jeddah. The qualitative approach adopted allowed for a rich, nuanced, and contextualized understanding of the lived experiences of well-being among the university’s teaching and non-teaching employees in their distinct sociocultural setting. The results suggest that while the JD-R model provides a useful starting point, sociocultural theory more adequately explains how cultural tools (religious and tribal identities) and structures (gender segregation, seniority policies) serve as both resources and demands. The reforms introduced under Vision 2030 have created tensions between the government’s new global, meritocratic goals for the sector and traditional Saudi sociocultural norms, with a negative spillover effect disproportionately borne by the expatriate staff, women, and administrative staff members. The study suggests that staff well-being should not be viewed as an outcome but as a precondition for successfully achieving Vision 2030 reform goals. In order to reduce attrition and ensure a more sustainable reform process, policymakers must balance their emphasis on performance with tangible support for human capital development. Full article

Against the backdrop of substantial transformations in the education system, including digitalization and increasing societal pluralization, there is growing attention paid to teachers’ digital competencies and their role within broader school well-being processes in digitally transforming educational environments. This paper adopts digital competencies as a novel domain-specific personal resource within the Job Demands-Resources (JD-R) framework to examine how both individual and organizational resources shape teachers’ professional motivation and organizational commitment. The analysis draws on data from the ‘Deisel’ project, comprising 550 teachers in Germany. Within this empirical context, this study reveals considerable variation in both teachers’ digital competencies and the organizational conditions of schools. In particular, differences in leadership support and collegial collaboration influence whether digital transformation is experienced as an additional burden or as a meaningful resource for professional development. The findings indicate a small but statistically significant indirect association between digital competencies and organizational commitment, operating primarily through reduced psychological strain rather than increased motivation. Prior evidence emphasizing the relevance of school management support and self-efficacy was replicated. These results demonstrate that digital competencies function as a personal resource within the JD-R framework, reducing perceived strain and indirectly strengthening organizational commitment. This study contributes to JD-R research by showing that digital competencies appear to function less as direct motivational drivers and more as domain-specific personal resources that may mitigate the strain associated with technology-related demands in digitally transforming schools. Full article

Background: In increasingly dynamic and uncertain organizational environments, employees’ proactive behavior—characterized by self-initiation, future orientation, and change orientation—is critical for organizational adaptability and long-term competitiveness. Prior research has primarily examined how externally provided job resources stimulate proactive behavior. More recent work has begun to consider employees’ personal resources, but it largely adopts a capability level-based view, conceptualizing them as self-evaluations of individuals’ ability to control and influence their environment. This focus overlooks capability malleability-based personal resources that shape more fundamental beliefs about the malleability of human capability. Objective: Drawing on the job demands–resources (JD–R) model, this study investigates how employees’ growth mindset—reflecting beliefs that human capability can be developed—promotes proactive behavior by alleviating workplace anxiety, an anticipatory emotional state rooted in concerns about future work-related threats. We further examine time pressure as a key boundary condition. Method: A three-wave, multisource survey design was employed, collecting data from 326 employee–supervisor dyads. Results: The results show that employees’ growth mindset is negatively associated with workplace anxiety, which in turn positively predicts proactive behavior. Moreover, time pressure strengthens both the anxiety-buffering effect of growth mindset and the indirect effect of growth mindset on proactive behavior via workplace anxiety. Conclusions: By incorporating capability malleability-based personal resources into the JD–R model, this study advances understanding of the antecedents of proactive behavior beyond capability level-based self-evaluations toward deeper beliefs about the malleability of human capability. Applications: This study offers practical implications for managers seeking to cultivate employee proactivity. Full article

Background/Objectives: Helplines are an important component of mental health support systems; however, limited research has examined burnout among helpline workers. This exploratory pilot study investigated the relationships between job demands, job and personal resources, and burnout within the Job Demands–Resources (JD-R) framework. Methods: A cross-sectional online study was conducted among 73 helpline workers. Burnout was assessed using the Burnout Assessment Tool (BAT). Job demands were categorized as topic-related, client-related, and service-related. Data were analysed using Spearman correlations and hierarchical regression analyses. Results: Job demands were positively associated with burnout (r_s = 0.41, p < 0.001), while job resources were negatively associated with burnout (r_s = −0.30, p < 0.01). Regression analyses showed that job demands and resources explained 50% of the variance in overall burnout (R² = 0.50, p < 0.001). Service-related demands emerged as the strongest predictor of burnout (β = 0.70, p < 0.001) and consistently predicted exhaustion (β = 0.60, p < 0.001), mental distance (β = 0.48, p < 0.001), cognitive impairment (β = 0.52, p < 0.001), and emotional impairment (β = 0.61, p < 0.001). Organizational resources were negatively associated with mental distance (β = −0.31, p < 0.01), whereas topic-related demands were not significant predictors. Conclusions: The findings highlight the importance of differentiating types of job demands in understanding burnout among helpline workers. Service-related demands appeared to be more strongly associated with burnout than topic- or client-related demands, suggesting that structural aspects of helpline work may be particularly relevant for worker well-being. Full article

Background: Nursing faculty shortages, burnout, and high turnover represent an escalating workforce crisis in Saudi governmental colleges of nursing. The Job Demands–Resources (JD-R) model offers a theoretically grounded framework for examining how occupational demands are associated with reduced well-being and how resources moderate these effects. Objective: This study aimed to examine the direct associations between job demands and stress outcomes and the moderating roles of job and personal resources among nursing faculty in Saudi Arabia, accounting for gender and nationality as structural covariates. Methods: A quantitative cross-sectional survey was conducted with 268 nursing faculty members from five governmental colleges using a voluntary survey of all eligible faculty (response rate: 51.1%). Theory-driven hierarchical regression analyses examined direct and moderating effects within the health-impairment pathway of the JD-R model. Results: Job demands significantly predicted all three burnout dimensions, reduced mental well-being, and job dissatisfaction. Trait emotional intelligence moderated the demand–exhaustion (delta-R² = 0.031, p = 0.006) and demand–job satisfaction (delta-R² = 0.028, p = 0.009) relationships. Job resources moderated the demand–mental well-being (delta-R² = 0.024, p = 0.018) and demand–professional efficacy links (delta-R² = 0.021, p = 0.029). Conclusions: Job demands are the primary predictor of burnout and occupational stress. Gender and nationality were associated with systematic differences in stress outcomes, suggesting that interventions should be culturally responsive and account for structural inequities. Full article

Background/Objectives: Mental health challenges among university students represent a growing public health concern, underscoring the need to understand how psychological resources shape students’ responses to academic stress. Grounded in the Job Demands–Resources (JD-R) framework, this study examined how academic demands (time pressure, college life stress, and social comparison) and a key resource (social support) relate to academic burnout and whether these relationships are moderated by self-compassion. Methods: Participants were 323 Korean undergraduates, including 187 traditional students and 136 adult learners. A moderated moderation analysis was conducted using PROCESS Model 3 to examine the interactive effects of learner type, self-compassion, and academic demands/resources on academic burnout. Results: College life stress and social comparison showed robust positive associations with academic burnout, whereas time pressure showed a weaker association. Social support was not directly associated with lower burnout; instead, its protective role emerged only at moderate to high levels of self-compassion. Self-compassion also demonstrated a differentiated moderating effect across learner groups. Among traditional students, higher self-compassion weakened the association between social comparison and burnout. Among adult learners, the relationship between social support and burnout varied according to levels of self-compassion. Conclusions: Self-compassion emerged as a developmentally relevant personal resource associated with differences in how academic demands and resources relate to burnout. These findings suggest that the effectiveness of external resources may depend on individuals’ capacity to interpret and utilize them, highlighting the importance of self-compassion in both theoretical models of academic burnout and targeted mental health interventions in higher education. Full article

The COVID-19 pandemic intensified concerns about burnout in healthcare leadership, yet evidence specific to nurse managers remains fragmented. This integrative review synthesized recent research, organized burnout-associated factors using the Job Demands–Resources (JD–R) model, and examined pre-pandemic and pandemic-era shifts in research focus. Following Whittemore and Knafl’s methodology, four databases (Ichushi-Web, PubMed, CINAHL, and MEDLINE) were searched for peer-reviewed quantitative, qualitative, and mixed-methods studies published from 1 April 2019 to 31 August 2025 that examined burnout levels, prevalence, or related factors among nurse managers. Extracted findings were mapped to Job demands, Job resources, and Personal resources and compared according to the data-collection period. Twenty-five studies were included, with substantial heterogeneity in burnout instruments and cutoff values. Core job demands related to managerial responsibility, workload, and resource management were identified throughout the literature, while pandemic-era studies additionally highlighted frequent protocol changes, heightened uncertainty, and fear of infection. Key resources included organizational support, positive team communication, peer support, and adequate workload and material resources, and resilience was more frequently reported in pandemic-era studies. Overall, the findings demonstrate how crisis-related shifts in demands and resources shape burnout risk among nurse managers and support the application of JD–R–informed, context-adaptive prevention strategies. They also underscore the need for standardized burnout assessment and more robust interventional and longitudinal research. Full article

This study investigates the emergence of psychosocial risks during the COVID-19 pandemic in the architecture, engineering, and construction (AEC) industry. It aims to enhance mental health outcomes for project professionals by identifying pandemic-related stressors, evaluating the role of organisational interventions, and developing a practical framework for psychosocial risk management. Guided by Job Demands–Resources (JDR) theory, the research involved a literature review, expert consultations, and a structured survey targeting AEC project managers. The findings reveal that COVID-19-related psychosocial risks such as work overload, isolation, job insecurity, and blurred work–life boundaries were negatively associated with mental health. Organisational interventions were positively associated with improved mental health. However, the moderating effect of organisational intervention on the relationship between psychosocial risks and mental health was not statistically significant. This study proposes a framework to guide AEC organisations in integrating proactive mental health strategies into everyday project practices. While the data are sector-specific and collected during a crisis period, the implications extend to broader project-based settings. This research offers practical insights for AEC firms, policymakers, and industry stakeholders on supporting workforce well-being through targeted interventions. It also contributes conceptually by linking pandemic-induced stressors to established theoretical models of occupational stress, highlighting the need for sector-specific strategies in promoting psychological safety in high-demand work environments. Full article

Employee well-being in hospitality settings depends on how individuals shape their daily work experience under continuous service demands. This study examines whether job crafting is associated with workplace mindfulness, whether this association is statistically linked with meaningful work, and whether the strength of these relationships varies across levels of growth mindset. Data were collected from 553 frontline employees in five-star hotels in Antalya, Turkey, and analyzed using partial least squares structural equation modeling with bootstrapped conditional effects. The results indicate that job crafting was positively associated with workplace mindfulness, and that meaningful work accounted for part of this association. The findings also indicate that growth mindset strengthened the association between job crafting and workplace mindfulness and the indirect association through meaningful work. Rather than positioning the model as a radical theoretical departure, this study offers a contextual and mechanism-based refinement by showing how meaningful work and growth mindset jointly qualify the association between job crafting and workplace mindfulness in a highly standardized service setting. In this study, workplace mindfulness is treated as a distinct work state reflecting present-moment attentional focus, awareness, and emotional regulation during service delivery, which makes it especially relevant in frontline hospitality roles where service consistency depends on employees’ psychological presence during each guest encounter. The findings provide practical insight into how bounded work adjustments and development-oriented support may be linked with employee psychological functioning in luxury hospitality contexts. Full article

Quiet quitting is reported to be on the increase in the post-COVID pandemic workplace, especially among early-career Generation Z (Gen Z) employees. This trend poses serious challenges and could negatively affect organisational productivity, performance, and profitability. The purpose of this study is to evaluate the effects of mentoring and coaching on quiet quitting among graduate interns. This study also seeks to assess whether work engagement mediates this relationship and job insecurity moderates the mediated relationship between mentoring and coaching and quiet quitting via work engagement. Purposive and snowball sampling were used to recruit participants. Data were collected from 264 graduate interns employed in fixed-term internship programmes in South African organisations. The data was analysed using the SPSS PROCESS macro and SPSS Amos 30 graphics. The results showed that mentoring and coaching was significantly and negatively related to quiet quitting behaviours among graduate interns, and this negative relationship was partially mediated by work engagement. Furthermore, job insecurity moderated the mediated effect of mentoring and coaching on quiet quitting behaviours via work engagement. This study advances our understanding of how organisations can mitigate quiet quitting among graduate interns by integrating the social exchange theory and Job Demands–Resources model (JD-R). The practical implication for organisations is to capacitate line managers with technical, professional, and interpersonal skills to mentor and coach early-career Gen Z employees. Line manager mentoring and coaching will increase early-career Gen Z employees’ work engagement and subdue quiet quitting, which is reported to be on the rise among this generation. Full article

In high-demand financial environments, employees’ capacity to regulate and sustain personal energy may constitute a critical yet underdeveloped organizational resource. Drawing on the Job Demands–Resources (JD-R) model and Conservation of Resources (COR) theory, this study conceptualizes energy management as a multidimensional personal resource that may support adaptive functioning and innovation under demanding work conditions. Despite increasing conceptual attention to energy-related constructs, systematic scale validation and cross-level performance evidence remain limited. This research adopts a two-study design to develop and validate a multidimensional Energy Management Scale within financial institutions. Study 1 (N = 299 employees from 11 financial institutions) examines the factorial structure, reliability, and nomological validity of the scale. Confirmatory factor analysis is used to examine the proposed four-dimensional configuration of physical, emotional, mental, and spiritual energy. The scale demonstrates acceptable internal consistency reliability and evidence of structural validity, including convergent and discriminant validity. Structural modeling results reveal that overall energy management is positively related to innovative behavior and organizational citizenship behavior. However, perceived workload was significantly associated only with physical energy, suggesting that demand-related mechanisms of energy may not operate uniformly across energy components. Additionally, exploratory institution-level aggregation analyses showed preliminary, counterintuitive negative associations between mean organizational energy levels and return on equity (ROE) in some years. Given the limited number of institutional clusters, these cross-level findings are preliminary and intended to provide initial external criterion evidence rather than confirmatory causal inference. Study 2 (N = 148 employees from two institutions) further examines alternative scale versions and external validity through stress coping capacity, job satisfaction, and life satisfaction. Results were discussed to examine the robustness and predictive validity of the scale across samples. Collectively, this study advances energy management research by providing a psychometrically supported measurement instrument and preliminary multilevel evidence of its organizational relevance. The findings position energy management as a measurable human-capital resource with implications for sustainable workforce innovation and performance in financial institutions. Full article

Background: Sustainability in education requires creating a supportive working environment that promotes the well-being, motivation, and professional development of employees in the education and science sector. From the perspective of sustainable human resource development in the education and science sector, it is essential to identify job resources that are positively associated with work engagement, as emphasized in the Job Demands-Resources (JD-R) model. The aim of this paper is to examine whether three key work organization and job content resources (influence at work, possibilities for development, and meaning of work) predict work engagement among employees in the Lithuanian education and science sector from a sustainability perspective. Methods: Based on the JD-R model, this study applied a quantitative research design. Data were collected through a structured written questionnaire completed by 446 employees in the Lithuanian education and science sector. The relationships between key work organization and job content resources and work engagement were examined using hierarchical multiple regression analysis, with gender, age, and position included as control variables. Results: The hierarchical regression analysis showed that meaning of work and influence at work remained statistically significant positive predictors of work engagement after controlling for gender, age, and position, whereas possibilities for development showed a positive but non-significant tendency in the controlled model. These findings are consistent with the Job Demands-Resources theory and can be interpreted from the perspective of the UNESCO Education for Sustainable Development framework, which emphasizes the importance of empowering teachers, scientists and other employees in the education and science sector, fostering continuous improvement, and connecting their work to a broader educational and societal purpose. Conclusions: The hierarchical regression analysis indicates that meaning of work and influence at work are the most stable predictors of work engagement in the education and science sector from a sustainability perspective. This study contributes to the literature by applying the JD-R model through a sustainability lens in the education and science sector. The results provide new insights into how influence at work, possibilities for development, and meaning of work can be interpreted as sustainability-oriented job resources associated with work engagement in the education and science sector. Full article