Universiteit Utrecht (The Netherlands).
Eindhoven University of Technology (The Netherlands).
Span J Psychol. 2024 Mar 8;27:e10. doi: 10.1017/SJP.2024.10.
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 ( = 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, 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (β .08, .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (β .08, .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.
采用为期一年的纵向设计，我们研究了硕士生长期健康受损和动机过程中的个人需求和个人资源的作用。基于工作要求-资源理论和应激的交互作用模型，我们假设学生的个人需求（即不合理的表现要求、可怕化和不合理的控制需求）预测一年后感知到的学习需求，并间接地与倦怠相关。此外，我们预测个人资源通过学生一年后感知到的学习资源间接与学习投入相关。这些假设在荷兰硕士生的样本中使用结构方程模型进行了检验（T1 时的 = 220，T2 时的 = 220）。正如假设的那样，T1 时的个人需求和个人资源分别预测了一年后（T2）的学习需求和学习资源（β.25-.42， 05）。学业-家庭干扰[学习需求]在个人需求和倦怠之间的关系中起中介作用（β .08， .029），而发展机会[学习资源]在个人资源和学习投入之间的关系中起中介作用（β .08， .014）。因此，个人需求和个人资源通过特定学习需求和学习资源水平的提高，间接地与一年后学生的倦怠和投入相关。因此，本研究通过将个人需求作为学生长期幸福感的一个相关因素，扩展了 JD-R 理论的假设。
