The Effect of Challenge-Hindrance Stress on Psychache among Middle and Primary School Teachers
,
Abstract
Background: Middle and primary school teachers are experiencing considerable stress from their careers. However, previous studies on work stress among teachers focused on the influence of various types of stress on individuals but failed to explore the relationship among middle and primary school teachers’ work stress, psychache. We aimed to examine the basic conditions of the challenge-hindrance stress of middle and primary school teachers as well as its relationship with psychache and psychological resilience.
Method: A total of 512 middle and primary school teachers from Zhejiang and Anhui in China were enrolled from May to October 2021. The subjects were evaluated with the challenge–hindrance stress questionnaire, psychache scale, and psychological resilience scale. t-test, ANOVA analysis, correlation analysis, and multivariate regression analysis were used to explore the relationship between challenge-hindrance stress and psychache
Results: Middle and primary school teachers generally experience high challenge–hindrance stress and psychache. The challenge-hindrance stress had a significantly positive correlation with psychache (r=0.295, 0.439, P<0.01) and a significantly negative correlation with psychological resilience (r＝−0.320, −0.494, P<0.01). Challenge–hindrance stress could be used to significantly predict the psychache. Specifically, challenge stress and hindrance stress could significantly positively predicted the psychache (β=0.295 and β=0.439, respectively). In addition, psychological resilience exerted a partial mediating effect on the relationship between challenge–hindrance stress and psychache.
Conclusion: The challenge–hindrance stress of middle and primary school teachers influences their psychache directly as well as indirectly through the mediating effect of psychological resilience.
2. Zhu Y (2020). Shanghai teachers’ work stress level, sources, and impacts: an empirical analysis of TALIS 2018 data. Glob Educ, 49(8): 117-28.
3. Nitta T, Deguchi Y, Iwasaki S, et al (2019). Depression and occupational stress in Japanese school principals and vice-principals. Occup Med-oxford, 69(1): 39-46.
4. Dai GB, Lin H, Xie JL (2020). Influence of challenge-hindrance work stress on Insomnia: the mediating effect of positive-negative work rumination. Chin J Clin Psychol, 28(5): 981-5.
5. Braun A, Weiss S, Kiel E (2020). How to cope with stress? the stress-inducing cognitions of teacher trainees and resulting implications for teacher education. Eur J Teach Educ, 43(2): 191-209.
6. Whitaker RC, Dearth-Wesley T, Gooze RA (2015). Workplace stress and the quality of teacher-children relationships in Head Start. Early Child Res Q, 30: 57-69.
7. O'Brien KE, Beehr TA (2019). So far, so good: up to now, the challenge-hindrance framework describes a practical and accurate distinction. J Organ Behav, 40(8): 962-72.
8. Travis J, Kaszycki A, Geden M, Bunde J (2020). Some stress is good stress: the challenge-hindrance framework, academic self-efficacy, and academic outcomes. J Educ Psychol, 112(8): 1632-43.
9. Min H, Kim HJ, Lee SB (2015). Extending the challenge-hindrance stressor framework: the role of psychological capital. Int J Hosp Manag, 50: 105-14.
10. Meerwijk EL, Weiss SJ (2014). Toward a unifying definition: response to ‘the concept of mental pain’. Psychother Psychosom, 83(1): 62-3.
11. Herman KC, Prewett SL, Eddy CL, Savala A, Reinke WM (2020). Profiles of middle school teacher stress and coping: concurrent and prospective correlates. J School Psychol, 78: 54-68.
12. Soria-Saucedo R, Lopez-Ridaura R, Lajous M, Wirtz VJ (2018). The prevalence and correlates of severe depression in a cohort of Mexican teachers. J Affect Disorders, 234: 109-16.
13. Lies J, Lau ST, Jones LE, Jensen MP, Tan G (2017). Predictors and moderators of post-traumatic stress disorder: an investigation of anxiety sensitivity and resilience in individuals with chronic pain. Ann Acad Med Singap, 46(3): 102-10.
14. Hornor G (2017). Resilience. J Pediatr Health Car, 31(3): 384-90.
15. Baum NL, Stokar YN, Ginat-Frolich R, et al (2018). Building resilience intervention (BRI) with teachers in Bedouin communities: from evidence informed to evidence based. Child Youth Serv Rev, 87: 186-91.
16. Von der Embse N, Ryan SV, Gibbs T, Mankin A (2019). Teacher stress interventions: a systematic review. Psychol Schools, 56(8): 1328-43.
17. Gray C, Wilcox G, Nordstokke D (2017). Teacher mental health, school climate, inclusive education and student learning: a review. Can Psychol, 58(3): 203-10.
18. Cavanaugh MA, Boswell WR, Roehling MV, Boudreau JW (2000). An empirical examination of self-reported work stress among U.S. managers. J Appl Psychol, 85(1): 65-74.
19. Holden RR, Mehta K, Cunningham EJ, Mcleod LD (2001). Development and preliminary validation of a scale of psychache. Can J Behav Sci, 33(4): 224-32．
20. Smith BW, Dalen J, Wiggins K, Tooley E, Bernard J (2008). The brief resilience scale: assessing the ability to bounce back. Int J Behav Med, 15(3): 194-200.
21. Abbas M, Raja U (2019). Challenge-hindrance stressors and job outcomes: the moderating role of conscientiousness. J Bus Psychol, 34(2): 189-201.
22. Pachkowski MC, May AM, Tsai M, Klonsky ED (2019). A brief measure of unbearable psychache. Suicide Life-Threat, 49(6): 1721-34.
23. Kush JM, Badillo-Goicoechea E, Musci RJ, Stuart EA (2022). Teachers’ mental health during the COVID-19 pandemic. Educ Researcher, 51(9): 593-7.
24. Haynes PL, Wolf RL, Howe GW, Kelly MR (2021). Unemployed individuals reporting hindrance work stress at previous job have increased likelihood of insomnia disorder. Int J Behav Med, 28(1): 39-47.
25. Mazzola JJ, Disselhorst R (2019). Should we be “challenging” employees?: a critical review and meta-analysis of the challenge-hindrance model of stress. J Organ Behav, 40(8): 949-61.
26. Webster JR, Adams GA (2020). The differential role of job demands in relation to nonwork domain outcomes based on the challenge-hindrance framework. Work Stress, 34(1): 5-33.
27. Schilbach M, Baethge A, Rigotti T (2021). Do challenge and hindrance job demands prepare employees to demonstrate resilience? J Occup Health Psych, 26(3): 155-74.
28. Beltman S, Mansfield CF, Harris A (2016). Quietly sharing the load? the role of school psychologists in enabling teacher resilience. School Psychol Int, 37(2): 172-88.
| Files | ||
| Issue | Vol 52 No 5 (2023) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/ijph.v52i5.12712 | |
| Keywords | ||
| Challenge–hindrance stress Psychache Psychological resilience | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
