Division of Prevention and Psychosocial Health Research, Freie Universität Berlin, 14195 Berlin, Germany.
Int J Environ Res Public Health. 2020 Jul 17;17(14):5183. doi: 10.3390/ijerph17145183.
Based on the well-established job demands-resources (JD-R) framework, in our study we introduce the novel study demands-resources (SD-R) framework. The SD-R framework allows the study of salutogenic and pathogenic effects of university settings on students' health and well-being. Using a large sample of university students ( = 5660), our aim was to translate and validate the JD-R's essential assumptions within the university context, and thus establish the SD-R framework. We performed structural equation modelling to examine these essential assumptions. As assumed, we found that study demands-the "bad things" at university-predict student burnout (β = 0.50), whereas study resources-the "good things" at university-predict student engagement (β = 0.70) as well as burnout (β = -0.35). Also, in line with the SD-R's assumptions, student burnout predicts life satisfaction negatively (β = -0.34), whereas student engagement predicts life satisfaction positively (β = 0.29). Hence, we were able to introduce the novel SD-R framework and validate its core assumptions. The SD-R framework serves as an excellent theoretical basis to examine both the salutogenic and pathogenic effects of the study context on students' health and well-being. However, the framework needs further longitudinal and meta-analytical verification in accordance with the research on the JD-R framework.
基于成熟的工作要求-资源（JD-R）框架，在我们的研究中，我们引入了新的学习要求-资源（SD-R）框架。SD-R 框架允许研究大学环境对学生健康和幸福感的致病和有益影响。使用大量大学生样本（n=5660），我们的目的是在大学背景下翻译和验证 JD-R 的基本假设，从而建立 SD-R 框架。我们进行了结构方程建模来检验这些基本假设。正如假设的那样，我们发现学习要求——大学中的“坏事”——预测学生的倦怠（β=0.50），而学习资源——大学中的“好事”——预测学生的投入（β=0.70）以及倦怠（β=-0.35）。此外，与 SD-R 的假设一致，学生倦怠负向预测生活满意度（β=-0.34），而学生投入正向预测生活满意度（β=0.29）。因此，我们能够引入新的 SD-R 框架，并验证其核心假设。SD-R 框架是一个极好的理论基础，可以用来研究学习环境对学生健康和幸福感的有益和致病影响。然而，该框架需要进一步的纵向和元分析验证，以符合对 JD-R 框架的研究。
