Dissertation/Thesis Abstract

Challenge and hindrance stressor appraisals, personal resources, and work engagement among K-12 teachers
by Thompson, Isaac Benjamin, M.S.Psy., The University of Tennessee at Chattanooga, 2013, 72; 1537107
Abstract (Summary)

Stress has long been conceptualized as consisting of two factors, eustress, or good stress, and distress, or bad stress (Selye, 1956). The occupational stress literature identifies challenge stressors as those associated with favorable outcomes, and hindrance stressors as those associated with negative outcomes (Cavanaugh, Boswell, Roehling, & Boudreau, 2000). The current study had three objectives: 1) to investigate occupational level stressor appraisal by K-12 teachers, 2) to explore how the perception of the availability of resources influences individual level stressor appraisal, and 3) to test differential outcomes of challenge and hindrance stress. Results indicate that K-12 teachers appraise workload as a hindrance stressor more than as a challenge stressor, which is contrary to existing management literature categorizing workload a challenge stressor. Perceived resources also accounted for significant variance in individual appraisal of stressors as a hindrance. Results pinpoint precise personal and organizational resources that contribute to stressor appraisals as a hindrance. Finally, hindrance stress significantly detracted from engagement while challenge stress did not affect work engagement.

Indexing (document details)
Advisor: O'Leary, Brian J., Cunningham, Christopher J. L.
Commitee: Biderman, Michael, Carter, Pamala J.
School: The University of Tennessee at Chattanooga
Department: Psychology
School Location: United States -- Tennessee
Source: MAI 51/06M(E), Masters Abstracts International
Subjects: Occupational health, Occupational psychology
Keywords: Appraisals, Challenge and hindrance, Engagement, K-12 teachers, Personal resources, Stressors
Publication Number: 1537107
ISBN: 9781303066443
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