Challenge versus hindrance job demands and well-being : a diary study on the moderating role of job resources

Maja TADIĆ, Arnold B. BAKKER, Wido G. M. OERLEMANS

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

45 Citations (Scopus)

Abstract

The present study among 158 primary school teachers in Croatia integrated the challenge-hindrance stressor framework in job demands-resources (JD-R) theory. We hypothesized that hindrance job demands would be negatively related to well-being and that job resources could buffer this relationship. In addition, we hypothesized that challenge job demands would be positively related to well-being and that job resources would boost this relationship. The study employed a quantitative daily diary methodology. Teachers filled out a background questionnaire and a daily diary booklet for three to five consecutive workdays (N = 438 occasions). Results of multilevel analyses showed that daily hindrance job demands had a negative relationship with daily positive affect and work engagement. Daily job resources buffered this relationship. In contrast, daily challenge job demands had a positive relationship with positive affect and work engagement. Daily job resources boosted this relationship. We discuss the implications of these findings for JD-R theory and practice.
Original languageEnglish
Pages (from-to)702-725
Number of pages24
JournalJournal of Occupational and Organizational Psychology
Volume88
Issue number4
Early online date14 Nov 2014
DOIs
Publication statusPublished - Dec 2015

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Multilevel Analysis
Croatia
Pamphlets
Buffers
Job resources
Job demands
Well-being
Diary
Surveys and Questionnaires
School Teachers
Resources
Work engagement
Positive affect

Cite this

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abstract = "The present study among 158 primary school teachers in Croatia integrated the challenge-hindrance stressor framework in job demands-resources (JD-R) theory. We hypothesized that hindrance job demands would be negatively related to well-being and that job resources could buffer this relationship. In addition, we hypothesized that challenge job demands would be positively related to well-being and that job resources would boost this relationship. The study employed a quantitative daily diary methodology. Teachers filled out a background questionnaire and a daily diary booklet for three to five consecutive workdays (N = 438 occasions). Results of multilevel analyses showed that daily hindrance job demands had a negative relationship with daily positive affect and work engagement. Daily job resources buffered this relationship. In contrast, daily challenge job demands had a positive relationship with positive affect and work engagement. Daily job resources boosted this relationship. We discuss the implications of these findings for JD-R theory and practice.",
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Challenge versus hindrance job demands and well-being : a diary study on the moderating role of job resources. / TADIĆ, Maja; BAKKER, Arnold B.; OERLEMANS, Wido G. M.

In: Journal of Occupational and Organizational Psychology, Vol. 88, No. 4, 12.2015, p. 702-725.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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AB - The present study among 158 primary school teachers in Croatia integrated the challenge-hindrance stressor framework in job demands-resources (JD-R) theory. We hypothesized that hindrance job demands would be negatively related to well-being and that job resources could buffer this relationship. In addition, we hypothesized that challenge job demands would be positively related to well-being and that job resources would boost this relationship. The study employed a quantitative daily diary methodology. Teachers filled out a background questionnaire and a daily diary booklet for three to five consecutive workdays (N = 438 occasions). Results of multilevel analyses showed that daily hindrance job demands had a negative relationship with daily positive affect and work engagement. Daily job resources buffered this relationship. In contrast, daily challenge job demands had a positive relationship with positive affect and work engagement. Daily job resources boosted this relationship. We discuss the implications of these findings for JD-R theory and practice.

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