Interplay between Teachers’ Affective Well-Being and Thriving at Work: A Cross-Lagged Study

IF 3.3 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Journal of Happiness Studies Pub Date : 2025-01-31 DOI:10.1007/s10902-025-00863-x

Shuhua Wei, Hejuan Ding, Huihui Sun

{"title":"Interplay between Teachers’ Affective Well-Being and Thriving at Work: A Cross-Lagged Study","authors":"Shuhua Wei, Hejuan Ding, Huihui Sun","doi":"10.1007/s10902-025-00863-x","DOIUrl":null,"url":null,"abstract":"<p>Affective well-being, as an important component of well-being, is related to an individual’s mental health and quality of life. Previous studies have found that some psychological variables of employees at work can affect their well-being, but most studies use cross-sectional design, and the exploration of the potential psychological mechanism of the relationship between the two is unclear. This study adopted a longitudinal design to explore the dynamic bidirectional relationship between the thriving at work and affective well-being among the primary and secondary school teachers, and further investigated the mediating mechanism of work-family enrichment between them. Thriving at Work Questionnaire, Work-Family Enrichment Questionnaire, and Affective Well-being Questionnaire are used to conduct a three-wave longitudinal study design which with a sample of 778 teachers at an interval of one year. The results of the cross-lagged analysis showed that: (1) There was an interactive and mutually predictive association between teachers’ affective well-being and thriving at work. (2) The relationship between the positive and negative affective dimensions of teachers’ affective well-being and thriving at work was different; the positive affective dimension rather than the negative affective dimension at the former time point significantly predicted thriving at work at the latter time point; and the thriving at work at the former time point significantly predicted the negative affective dimension rather than the positive affective dimension at the latter time point. (3) Teachers’ work-family enrichment mediated the effect of their thriving at work on their affective well-being, but did not mediate the effect of their affective well-being on their thriving at work. (4) For the relationship between positive affective dimension or negative affective dimension and work-family enrichment and thriving at work, only work-family enrichment was found to play a mediating role in the process of thriving at work affecting positive affective. The study revealed the relationship and mechanism between teachers’ thriving at work, work-family enrichment, and affective well-being, and provided empirical research basis for educational administration and school organizations to explore effective measures to improve the working experience and well-being of teachers.</p>","PeriodicalId":15837,"journal":{"name":"Journal of Happiness Studies","volume":"30 1","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Happiness Studies","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10902-025-00863-x","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Affective well-being, as an important component of well-being, is related to an individual’s mental health and quality of life. Previous studies have found that some psychological variables of employees at work can affect their well-being, but most studies use cross-sectional design, and the exploration of the potential psychological mechanism of the relationship between the two is unclear. This study adopted a longitudinal design to explore the dynamic bidirectional relationship between the thriving at work and affective well-being among the primary and secondary school teachers, and further investigated the mediating mechanism of work-family enrichment between them. Thriving at Work Questionnaire, Work-Family Enrichment Questionnaire, and Affective Well-being Questionnaire are used to conduct a three-wave longitudinal study design which with a sample of 778 teachers at an interval of one year. The results of the cross-lagged analysis showed that: (1) There was an interactive and mutually predictive association between teachers’ affective well-being and thriving at work. (2) The relationship between the positive and negative affective dimensions of teachers’ affective well-being and thriving at work was different; the positive affective dimension rather than the negative affective dimension at the former time point significantly predicted thriving at work at the latter time point; and the thriving at work at the former time point significantly predicted the negative affective dimension rather than the positive affective dimension at the latter time point. (3) Teachers’ work-family enrichment mediated the effect of their thriving at work on their affective well-being, but did not mediate the effect of their affective well-being on their thriving at work. (4) For the relationship between positive affective dimension or negative affective dimension and work-family enrichment and thriving at work, only work-family enrichment was found to play a mediating role in the process of thriving at work affecting positive affective. The study revealed the relationship and mechanism between teachers’ thriving at work, work-family enrichment, and affective well-being, and provided empirical research basis for educational administration and school organizations to explore effective measures to improve the working experience and well-being of teachers.

查看原文本刊更多论文

教师情感幸福感与工作繁荣的相互作用：一项交叉滞后研究

情感幸福感是幸福感的重要组成部分，它关系到个体的心理健康和生活质量。以往的研究发现，员工在工作中的一些心理变量会影响他们的幸福感，但大多数研究采用的是横断面设计，对两者关系的潜在心理机制的探索尚不清楚。本研究采用纵向设计，探讨中小学教师工作幸福感与情感幸福感之间的动态双向关系，并进一步探讨二者之间的工作-家庭充实的中介机制。采用《工作蒸蒸日上问卷》、《工作-家庭充实问卷》和《情感幸福感问卷》进行三波纵向研究设计，以778名教师为样本，间隔一年。交叉滞后分析结果表明：(1)教师情感幸福感与工作幸福感之间存在交互、相互预测的关系。(2)教师情感幸福感的正、负情感维度与工作幸福感的关系存在差异；前一个时间点的积极情感维度而非消极情感维度显著预测后一个时间点的工作活跃度；前一个时间点的工作繁荣显著预测了后一个时间点的消极情感维度，而不是积极情感维度。(3)教师的工作-家庭丰富性对教师的情感幸福感有中介作用，但对教师的情感幸福感对教师的工作幸福感没有中介作用。(4)在积极情感维度和消极情感维度与工作家庭富足和工作繁荣的关系中，只有工作家庭富足在工作繁荣影响积极情感的过程中起中介作用。本研究揭示了教师工作幸福感、工作家庭幸福感与情感幸福感之间的关系及机制，为教育行政部门和学校组织探索提高教师工作体验和情感幸福感的有效措施提供了实证研究依据。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Happiness Studies Multiple-

CiteScore

8.60

自引率

6.50%

发文量

110

期刊介绍： The international peer-reviewed Journal of Happiness Studies is devoted to theoretical and applied advancements in all areas of well-being research. It covers topics referring to both the hedonic and eudaimonic perspectives characterizing well-being studies. The former includes the investigation of cognitive dimensions such as satisfaction with life, and positive affect and emotions. The latter includes the study of constructs and processes related to optimal psychological functioning, such as meaning and purpose in life, character strengths, personal growth, resilience, optimism, hope, and self-determination. In addition to contributions on appraisal of life-as-a-whole, the journal accepts papers investigating these topics in relation to specific domains, such as family, education, physical and mental health, and work. The journal welcomes high-quality theoretical and empirical submissions in the fields of economics, psychology and sociology, as well as contributions from researchers in the domains of education, medicine, philosophy and other related fields. The Journal of Happiness Studies provides a forum for three main areas in happiness research: 1) theoretical conceptualizations of well-being, happiness and the good life; 2) empirical investigation of well-being and happiness in different populations, contexts and cultures; 3) methodological advancements and development of new assessment instruments. The journal addresses the conceptualization, operationalization and measurement of happiness and well-being dimensions, as well as the individual, socio-economic and cultural factors that may interact with them as determinants or outcomes. Central Questions include, but are not limited to: Conceptualization: What meanings are denoted by terms like happiness and well-being? How do these fit in with broader conceptions of the good life? Operationalization and Measurement: Which methods can be used to assess how people feel about life? How to operationalize a new construct or an understudied dimension in the well-being domain? What are the best measures for investigating specific well-being related constructs and dimensions? Prevalence and causality Do individuals belonging to different populations and cultures vary in their well-being ratings? How does individual well-being relate to social and economic phenomena (characteristics, circumstances, behavior, events, and policies)? What are the personal, social and economic determinants and causes of individual well-being dimensions? Evaluation: What are the consequences of well-being for individual development and socio-economic progress? Are individual happiness and well-being worthwhile goals for governments and policy makers? Does well-being represent a useful parameter to orient planning in physical and mental healthcare, and in public health? Interdisciplinary studies: How has the study of happiness developed within and across disciplines? Can we link philosophical thought and empirical research? What are the biological correlates of well-being dimensions?