Bettina Kubicek, Lars Uhlig, Ute R. Hülsheger, C. Korunka, Roman Prem
{"title":"所有的挑战压力源对学习有益吗?工作量和认知需求差异效应的元分析评估","authors":"Bettina Kubicek, Lars Uhlig, Ute R. Hülsheger, C. Korunka, Roman Prem","doi":"10.1080/02678373.2022.2142986","DOIUrl":null,"url":null,"abstract":"ABSTRACT Previous meta-analyses showed that challenge stressors are, though stressful, also motivating. However, their hypothesised gains related to learning are less well understood. In addition to the lack of meta-analytical assessments, there are conflicting theoretical perspectives on the learning effects of challenge stressors. In contrast to the challenge–hindrance stressor framework, action regulation theory posits that cognitive demands, but not workload, are conducive to learning. Furthermore, job control, the level of a stressor, and the type of occupation may moderate the effects of these two challenge stressors. Based on 417 independent samples collectively including 319,306 individuals, this meta-analysis tested the associations of workload and cognitive demands with learning, motivation, and strain and examined potential moderation effects. Results showed that workload was negatively related to learning and motivation and positively related to strain. Cognitive demands were positively related to learning and motivation and negatively related to strain. The detrimental effects of workload were more pronounced for care and social worker and for measures of overload. No moderations were found for country-level job control. Taken together, the results cast doubts on whether stressors can actually be simultaneously detrimental and beneficial, as neither workload nor cognitive demands were found to have such a pattern.","PeriodicalId":48199,"journal":{"name":"Work and Stress","volume":"37 1","pages":"269 - 298"},"PeriodicalIF":5.6000,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Are all challenge stressors beneficial for learning? A meta-analytical assessment of differential effects of workload and cognitive demands\",\"authors\":\"Bettina Kubicek, Lars Uhlig, Ute R. Hülsheger, C. Korunka, Roman Prem\",\"doi\":\"10.1080/02678373.2022.2142986\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Previous meta-analyses showed that challenge stressors are, though stressful, also motivating. However, their hypothesised gains related to learning are less well understood. In addition to the lack of meta-analytical assessments, there are conflicting theoretical perspectives on the learning effects of challenge stressors. In contrast to the challenge–hindrance stressor framework, action regulation theory posits that cognitive demands, but not workload, are conducive to learning. Furthermore, job control, the level of a stressor, and the type of occupation may moderate the effects of these two challenge stressors. Based on 417 independent samples collectively including 319,306 individuals, this meta-analysis tested the associations of workload and cognitive demands with learning, motivation, and strain and examined potential moderation effects. Results showed that workload was negatively related to learning and motivation and positively related to strain. Cognitive demands were positively related to learning and motivation and negatively related to strain. The detrimental effects of workload were more pronounced for care and social worker and for measures of overload. No moderations were found for country-level job control. Taken together, the results cast doubts on whether stressors can actually be simultaneously detrimental and beneficial, as neither workload nor cognitive demands were found to have such a pattern.\",\"PeriodicalId\":48199,\"journal\":{\"name\":\"Work and Stress\",\"volume\":\"37 1\",\"pages\":\"269 - 298\"},\"PeriodicalIF\":5.6000,\"publicationDate\":\"2022-11-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Work and Stress\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/02678373.2022.2142986\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Work and Stress","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/02678373.2022.2142986","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
Are all challenge stressors beneficial for learning? A meta-analytical assessment of differential effects of workload and cognitive demands
ABSTRACT Previous meta-analyses showed that challenge stressors are, though stressful, also motivating. However, their hypothesised gains related to learning are less well understood. In addition to the lack of meta-analytical assessments, there are conflicting theoretical perspectives on the learning effects of challenge stressors. In contrast to the challenge–hindrance stressor framework, action regulation theory posits that cognitive demands, but not workload, are conducive to learning. Furthermore, job control, the level of a stressor, and the type of occupation may moderate the effects of these two challenge stressors. Based on 417 independent samples collectively including 319,306 individuals, this meta-analysis tested the associations of workload and cognitive demands with learning, motivation, and strain and examined potential moderation effects. Results showed that workload was negatively related to learning and motivation and positively related to strain. Cognitive demands were positively related to learning and motivation and negatively related to strain. The detrimental effects of workload were more pronounced for care and social worker and for measures of overload. No moderations were found for country-level job control. Taken together, the results cast doubts on whether stressors can actually be simultaneously detrimental and beneficial, as neither workload nor cognitive demands were found to have such a pattern.
期刊介绍:
Work & Stress is an international, multidisciplinary quarterly presenting high-quality papers concerned with the psychological, social and organizational aspects of occupational health and well-being, and stress and safety management. It is published in association with the European Academy of Occupational Health Psychology. The journal publishes empirical reports, scholarly reviews and theoretical papers. It is directed at occupational health psychologists, work and organizational psychologists, those involved with organizational development, and all concerned with the interplay of work, health and organisations. Research published in Work & Stress relates psychologically salient features of the work environment to their psychological, behavioural and health consequences, focusing on the underlying psychological processes. The journal has become a natural home for research on the work-family interface, social relations at work (including topics such as bullying and conflict at work, leadership and organizational support), workplace interventions and reorganizations, and dimensions and outcomes of worker stress and well-being. Such dimensions and outcomes, both positive and negative, include stress, burnout, sickness absence, work motivation, work engagement and work performance. Of course, submissions addressing other topics in occupational health psychology are also welcomed.