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

• Main Authors: Jiying Han, Hongbiao Yin, Junju Wang
• Format: Article
• Language: English
• Published: Frontiers Media S.A. 2020-08-01
• Series: Frontiers in Psychology
• Subjects: emotional job demands; teaching support; emotional regulation strategies; well-being; ill-being; the job demands-resources model
• Online Access: https://www.frontiersin.org/article/10.3389/fpsyg.2020.01727/full

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.