BACKGROUND: We investigated how matching and non-matching demands and resources are related to emotional exhaustion (EE) in teachers. Theoretically, we draw on the Demand-Induced Strain Compensation (DISC) model that proposes that demands, resources, and strains are multidimensional and comprise emotional, cognitive, and physical components. We first tested whether resources compensate aversive effects of demands. Second, as proposed by the triple-match principle, we tested whether interaction effects between job demands and resources are most likely if demands, resources, and outcomes relate to the same dimension. METHODS: We retrieved data from 177 school teachers; a subsample was re-examined after a time lag of about 21 month (N = 56). RESULTS: Linear regression analyses reveal concurrent and longitudinal main and interaction effects of teacher-specific emotional and cognitive job demands and resources on EE. CONCLUSION: Results support the compensation principle and triple-match principle. Therefore, the DISC model seems to provide a valuable framework for the study of interaction effects in job stress research and, in particular, for interventions to reduce job strain in teachers.
BACKGROUND: We investigated how matching and non-matching demands and resources are related to emotional exhaustion (EE) in teachers. Theoretically, we draw on the Demand-Induced Strain Compensation (DISC) model that proposes that demands, resources, and strains are multidimensional and comprise emotional, cognitive, and physical components. We first tested whether resources compensate aversive effects of demands. Second, as proposed by the triple-match principle, we tested whether interaction effects between job demands and resources are most likely if demands, resources, and outcomes relate to the same dimension. METHODS: We retrieved data from 177 school teachers; a subsample was re-examined after a time lag of about 21 month (N = 56). RESULTS: Linear regression analyses reveal concurrent and longitudinal main and interaction effects of teacher-specific emotional and cognitive job demands and resources on EE. CONCLUSION: Results support the compensation principle and triple-match principle. Therefore, the DISC model seems to provide a valuable framework for the study of interaction effects in job stress research and, in particular, for interventions to reduce job strain in teachers.
Authors: Yannick A Balk; Jan De Jonge; Wido G M Oerlemans; Sabine A E Geurts; David Fletcher; Christian Dormann Journal: J Sports Sci Med Date: 2018-05-14 Impact factor: 2.988
Authors: Dragan Mijakoski; Dumitru Cheptea; Sandy Carla Marca; Yara Shoman; Cigdem Caglayan; Merete Drevvatne Bugge; Marco Gnesi; Lode Godderis; Sibel Kiran; Damien M McElvenny; Zakia Mediouni; Olivia Mesot; Jordan Minov; Evangelia Nena; Marina Otelea; Nurka Pranjic; Ingrid Sivesind Mehlum; Henk F van der Molen; Irina Guseva Canu Journal: Int J Environ Res Public Health Date: 2022-05-09 Impact factor: 4.614