School of Public Affairs, Xiamen University, No.422 Siming South Road, Siming District, Xiamem 361005, China; School of Public Health and Management, Youjiang Medical University For Nationalities, No.98 Chengxiang Road, Youjiang District, Baise 533000, China.
Division of Electrical, Information and Communication Engineering, Kanazawa University, Kakuma-machi, Kanazawa 920-1192, Japan.
Acta Psychol (Amst). 2024 Jun;246:104255. doi: 10.1016/j.actpsy.2024.104255. Epub 2024 Apr 10.
Stress can be a double-edged sword. Given the intricacy of the innovation process, the link between job stress and individual innovation behavior remains uncertain. To clarify the relationship between challenge stressors and the innovative behavior of higher education teachers, this study was based on the conservation of resources (COR) theory and adopted the structural equation modeling method to explore the impact of challenge stressors on the innovative behavior of higher education teachers and reveal its influencing mechanism and boundary conditions. By analyzing the data from 208 questionnaires of higher education teachers, the findings reveal that challenge stressors positively influence innovative behavior, with task crafting serving as a critical bridge. Additionally, a favorable employment relationship climate enhances the positive impact of challenge stressors. Gender dynamics are also explored, adding nuance to the understanding of this relationship. These results shed light on the inherent mechanisms governing the relationship between challenge stressors and innovative behavior among higher education teachers, and underscore the significance of task crafting. In addition, the discoveries provided fresh insights and ideas for investigating how organizational climate affects individual innovative behavior.
压力可能是一把双刃剑。考虑到创新过程的复杂性，工作压力与个体创新行为之间的联系仍不确定。为了澄清挑战压力源与高校教师创新行为之间的关系，本研究基于资源保存理论（COR），采用结构方程建模方法，探讨了挑战压力源对高校教师创新行为的影响及其影响机制和边界条件。通过对 208 份高校教师问卷数据的分析，研究结果表明，挑战压力源对创新行为有积极影响，任务设计是关键的中介变量。此外，良好的雇佣关系氛围增强了挑战压力源的积极影响。同时，还探讨了性别动态，为理解这种关系增添了新的视角。这些结果揭示了挑战压力源与高校教师创新行为之间关系的内在机制，强调了任务设计的重要性。此外，这些发现为研究组织氛围如何影响个体创新行为提供了新的视角和思路。
