A comprehensive evaluation of faculty members’ emotion regulation and well-being
Notice bibliographique
Résumé
The literature suggests that faculty members experience high levels of job-related stress. Evidence also suggests that the stress inherent in the academic profession undermines faculty members’ personal and professional well-being. Stress invokes a variety of positive and negative emotions which impact faculty cognition, well-being and performance and faculty employ a variety of strategies to cope with stress and regulate their emotions. Although emotion regulation strategies faculty employ also have consequences on well-being and performance, the role of emotion regulation in faculty well-being remains underexplored. This dissertation has aimed to explore this notable research gap in the higher education research literature. The current dissertation is comprised of three separate manuscripts. The first two are comprehensive reviews of the literature on the impact of stress on faculty members’ psychological well-being and the coping and emotion regulation strategies faculty employ to deal with stress and emotions. The third is an empirical study exploring the impact of several emotion regulation strategies on well-being outcomes, the potential impact of gender, years of experience, and stress on emotion regulation strategy use and well-being and the moderating role of these background variables in the association between emotion regulation and well-being, as well as interactions between adaptive and maladaptive emotion regulation strategies in predicting well-being. The sample consisted of 414 faculty members from non-medical disciplines from thirteen English speaking research-intensive universities in Canada. The first manuscript utilized content analysis to review and critically analyze the empirical evidence of the ways in which work-related stress and experiences compromise academics’ psychological well-being. The second manuscript provides a comprehensive and descriptive review of the literature on academics’ coping and emotion management strategies as well as the consequences of these strategies on faculty well-being and productivity. Finally, the third manuscript employed regression analyses to investigate the link of adaptive and maladaptive emotion regulation strategies and stress to well-being outcomes and moderation analyses to provide empirical support for the moderating role of stress and sample characteristics in the link between emotion regulation and well-being as well as the interactions between emotion regulation strategies. Results serve to provide a deeper insight into the impact of stress on faculty well-being and emotion regulation strategy use, the emotion regulation strategies faculty employ and the ways in which emotion regulation strategies shape well-being in post-secondary faculty. Most importantly, the present study contributes the novel finding that stress impacts emotions regulation strategy use and moderates emotion regulation and well-being association. Findings also point to directions for future research as well as organizational initiatives to improve the emotion regulation strategies and the psychological and physical well-being of their faculty members
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».