The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout
Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students’ personal de...
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| Veröffentlicht in: | The Spanish journal of psychology 2024-03, Vol.27, p.e10-e10, Article e10 |
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| container_title | The Spanish journal of psychology |
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| creator | Zeijen, Marijntje E. L. Brenninkmeijer, Veerle Peeters, Maria C. W. Mastenbroek, Nicole J. J. M. |
| description | Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students’ personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. Furthermore, we predicted that personal resources indirectly associate with study engagement via students’ perceived study resources one year later. These hypotheses were tested in a sample of Dutch master students (N = 220 at T1 and T2) using structural equation modelling. As hypothesized, personal demands and personal resources at T1 predicted study demands and study resources one year later (T2, β = .25–.42, p |
| doi_str_mv | 10.1017/SJP.2024.10 |
| format | Article |
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L. ; Brenninkmeijer, Veerle ; Peeters, Maria C. W. ; Mastenbroek, Nicole J. J. M.</creator><creatorcontrib>Zeijen, Marijntje E. L. ; Brenninkmeijer, Veerle ; Peeters, Maria C. W. ; Mastenbroek, Nicole J. J. M.</creatorcontrib><description>Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students’ personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. Furthermore, we predicted that personal resources indirectly associate with study engagement via students’ perceived study resources one year later. These hypotheses were tested in a sample of Dutch master students (N = 220 at T1 and T2) using structural equation modelling. As hypothesized, personal demands and personal resources at T1 predicted study demands and study resources one year later (T2, β = .25–.42, p <. 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (β = .08, p = .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (β = .08, p = .014). Hence, personal demands and personal resources relate indirectly to students’ burnout and engagement one year later via a heightened level of specific study demands and study resources. Accordingly, the present research expands the propositions of the JD-R Theory by proposing personal demands as a relevant factor for students’ long-term well-being.</description><identifier>ISSN: 1138-7416</identifier><identifier>EISSN: 1988-2904</identifier><identifier>DOI: 10.1017/SJP.2024.10</identifier><identifier>PMID: 38454632</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>Burnout ; Burnout, Professional - prevention & control ; Burnout, Psychological - prevention & control ; Employees ; Humans ; Job characteristics ; Job Satisfaction ; Long term ; Mental health ; Motivation ; Occupational stress ; Perceived control ; Perceptions ; Social support ; Students ; Surveys and Questionnaires ; Well being ; Work environment ; Work Psychology ; Workloads</subject><ispartof>The Spanish journal of psychology, 2024-03, Vol.27, p.e10-e10, Article e10</ispartof><rights>The Author(s), 2024. Published by Cambridge University Press on behalf of Universidad Complutense de Madrid and Colegio Oficial de la Psicología de Madrid</rights><rights>The Author(s), 2024. Published by Cambridge University Press on behalf of Universidad Complutense de Madrid and Colegio Oficial de la Psicología de Madrid. This work is licensed under the Creative Commons Attribution License This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited. (the “License”). 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L.</creatorcontrib><creatorcontrib>Brenninkmeijer, Veerle</creatorcontrib><creatorcontrib>Peeters, Maria C. W.</creatorcontrib><creatorcontrib>Mastenbroek, Nicole J. J. M.</creatorcontrib><title>The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout</title><title>The Spanish journal of psychology</title><addtitle>Span. J. Psychol</addtitle><description>Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students’ personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. Furthermore, we predicted that personal resources indirectly associate with study engagement via students’ perceived study resources one year later. These hypotheses were tested in a sample of Dutch master students (N = 220 at T1 and T2) using structural equation modelling. As hypothesized, personal demands and personal resources at T1 predicted study demands and study resources one year later (T2, β = .25–.42, p <. 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (β = .08, p = .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (β = .08, p = .014). Hence, personal demands and personal resources relate indirectly to students’ burnout and engagement one year later via a heightened level of specific study demands and study resources. 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M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout</atitle><jtitle>The Spanish journal of psychology</jtitle><addtitle>Span. J. Psychol</addtitle><date>2024-03-08</date><risdate>2024</risdate><volume>27</volume><spage>e10</spage><epage>e10</epage><pages>e10-e10</pages><artnum>e10</artnum><issn>1138-7416</issn><eissn>1988-2904</eissn><abstract>Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students’ personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. 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| ispartof | The Spanish journal of psychology, 2024-03, Vol.27, p.e10-e10, Article e10 |
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| source | MEDLINE; Universidad Complutense de Madrid Free Journals; Cambridge University Press Journals Complete |
| subjects | Burnout Burnout, Professional - prevention & control Burnout, Psychological - prevention & control Employees Humans Job characteristics Job Satisfaction Long term Mental health Motivation Occupational stress Perceived control Perceptions Social support Students Surveys and Questionnaires Well being Work environment Work Psychology Workloads |
| title | The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout |
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