RESUMEN
People's dependence on technology in the digital environment has increasingly become the focus of academic and social attention. Social media, in particular, with the functions of connecting with others and maintaining interactions, has become an inseparable part of people's lives. Although the formation of problematic use of social media has been extensively discussed by scholars, it is mainly confined to the individual level and lacks a macro perspective from the external environment. This study draws on the perspective of institutional theory and introduces copresence as a mediating role, aiming to investigate the influence mechanism of social environmental forces on individuals' problematic use of social media. An online survey (N = 462) was conducted to collect data and test the research model. Our data were analyzed using the structural equation modeling (SEM) approach. Results show that social environmental forces exert an impact on problematic use of social media through the sense of copresence, and only mimetic force can directly affect behavior outcomes while the other two forces can not. Besides, social environmental forces have a relationship with people's sense of copresence while using social media. Among them, mimetic force and normative force positively correlate with copresence while coercive force is negatively related to copresence. Furthermore, copresence is found to influence problematic use of social media positively. Practical and theoretical implications are discussed.
RESUMEN
Improving teacher well-being at work is a great challenge worldwide. Understanding the stressors of Chinese university teachers in teaching activities is critical for shedding light on well-being in the midst of the rapid expansion of the higher education system and the quest to rise in world rankings. This study integrates the well-being perspective and the transactional model of stress and coping to investigate the mechanisms underlying the effect of challenge-hindrance stressors on teacher engagement. Data were collected through the online platform SoJump in mainland China (N = 7743), and structural equation modeling was used to test the relationship between challenge-hindrance stressors and teaching engagement. The statistical results revealed the following: (1) challenge stressors had a significant positive effect on teaching engagement, while hindrance stressors were negatively related to teaching engagement; (2) challenge and hindrance stressors were significant negative predictors of teacher job satisfaction; (3) teacher job satisfaction suppressed the impact of challenge stressors on teaching engagement and partially mediated the process by which hindrance stressors impact teaching engagement. The findings suggest that the theoretically opposing effects of the two stressors are not absolute and that special consideration should be given to teachers' job satisfaction in relation to stress management for university teachers.
