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How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition
Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this re...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9690617/ https://www.ncbi.nlm.nih.gov/pubmed/36429448 http://dx.doi.org/10.3390/ijerph192214730 |
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author | Sun, Binghai Guo, Hongteng Xu, Luyun Ding, Fujun |
author_facet | Sun, Binghai Guo, Hongteng Xu, Luyun Ding, Fujun |
author_sort | Sun, Binghai |
collection | PubMed |
description | Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers’ psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers’ psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers’ psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers’ workplace well-being. |
format | Online Article Text |
id | pubmed-9690617 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-96906172022-11-25 How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition Sun, Binghai Guo, Hongteng Xu, Luyun Ding, Fujun Int J Environ Res Public Health Article Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers’ psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers’ psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers’ psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers’ workplace well-being. MDPI 2022-11-09 /pmc/articles/PMC9690617/ /pubmed/36429448 http://dx.doi.org/10.3390/ijerph192214730 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Sun, Binghai Guo, Hongteng Xu, Luyun Ding, Fujun How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition |
title | How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition |
title_full | How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition |
title_fullStr | How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition |
title_full_unstemmed | How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition |
title_short | How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition |
title_sort | how does teachers’ psychological capital influence workplace well-being? a moderated mediation model of ego-resiliency and work-meaning cognition |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9690617/ https://www.ncbi.nlm.nih.gov/pubmed/36429448 http://dx.doi.org/10.3390/ijerph192214730 |
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