Are all challenge stressors beneficial for learning? A meta-analytical assessment of differential effects of workload and cognitive demands

IF 5.6 2区心理学 Q1 PSYCHOLOGY, APPLIED

Work and Stress Pub Date : 2022-11-11 DOI:10.1080/02678373.2022.2142986

Bettina Kubicek, Lars Uhlig, Ute R. Hülsheger, C. Korunka, Roman Prem

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引用次数: 2

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.

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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

摘要先前的荟萃分析表明，挑战性压力源虽然有压力，但也有激励作用。然而，他们假设的与学习有关的收益却没有得到很好的理解。除了缺乏元分析评估之外，关于挑战压力源的学习效果，也存在着相互矛盾的理论观点。与挑战-阻碍-压力源框架相反，行动调节理论认为认知需求（而不是工作量）有助于学习。此外，工作控制、压力源的水平和职业类型可能会缓和这两种挑战性压力源的影响。基于417个独立样本，包括319306名个体，这项荟萃分析测试了工作量和认知需求与学习、动机和压力的关系，并检验了潜在的调节效应。结果表明，工作量与学习动机呈负相关，与压力呈正相关。认知需求与学习和动机呈正相关，与压力负相关。工作量对护理和社会工作者以及超负荷措施的不利影响更为明显。没有发现国家一级工作控制的调节。总之，这些结果让人怀疑压力源是否真的同时有害和有益，因为无论是工作量还是认知需求都没有这种模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Work and Stress PSYCHOLOGY, APPLIED-

CiteScore

11.70

自引率

3.30%

发文量

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.