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 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, ß = .25-.42, p <. 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (ß = .08, p = .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (ß = .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.

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 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. (AU)

Exploring the Role of Personal Demands in the Health-Impairment Process of the Job Demands-Resources Model: A Study among Master Students.

Research shows that students experience substantial levels of burnout during their studies. This study explores the role of personal demands on students' well-being. After providing a conceptualization of personal demands, we examined the role of personal demands in the Job Demands-Resources (JD-R) model. Based on the Transactional Model of Stress, we hypothesized that students with high personal demands experience more burnout symptoms because they perceive more elements in their study as demanding (i.e., mediation hypothesis). At the same time, we hypothesized that the associations between study demands and burnout might be stronger for students with high versus low personal demands (i.e., moderation hypothesis). In order to test both hypotheses, we collected data from 578 master students. The data were analyzed with latent moderation and mediation analyses in Mplus. The results showed that students' personal demands predicted burnout symptoms via the perception of study demands. Personal demands did not moderate the relationship between study demands and burnout. The findings of the present study expand the JD-R model by indicating that personal demands relate to burnout symptoms via the perception of study demands. Theoretical and practical implications are discussed.

The daily exchange of social support between coworkers: Implications for momentary work engagement.

We develop a dyadic model of social exchange at work and shed light on how employees exchange support on a daily basis. In addition, we investigate when providing support relates to the work engagement of the provider. We hypothesized that the provider repeats his or her supportive action within a day when the receiver also provides support or when the receiver is engaged. We also predicted that supporting a coworker relates positively with the provider's engagement and that this relationship is strengthened when the support is given to an engaged receiver. To test our hypotheses, we used experience sampling and investigated support provision and work engagement in dyads of coworkers during the morning and afternoon of 4 working days. Multilevel analyses based on 123 dyads (N = 418-692 data points) revealed that supporting a coworker relates positively to the supporter's engagement and that this relationship is stronger when the support is given to an engaged receiver. Furthermore, results showed that the provider is more likely to repeat his/her supportive action if the receiver also provides support. We did not find a moderation effect of the receiver's engagement on the link between support provision during the morning and support provision during the afternoon. Altogether, our study provides insight on what motivates employees to support their coworkers and when providing support is most engaging. Furthermore, we show that the behavioral assumption of social exchange theory (i.e., reinvesting support in a receiver who reciprocates) exists within a daily work context. (PsycInfo Database Record (c) 2020 APA, all rights reserved).