Understanding academic’s job stress through a moderated–mediation model of perceived supports and working hard
Qui Ngoc Nguyen & Phuong Nguyen Quynh & Robert McClelland & Thanh Hang Pham & Venkatesh Sundaravaradhan
DOI: https://doi.org/10.1108/JABES-05-2024-0262
Abstract
Purpose
This research aims to develop a model built from the job demand-resource (JD-R) theory which explains the psychological mechanism that leads to academic work-related stress in an educational context. This study investigates the conditional effect of ambidextrous working hard through mediation paths and the moderating role of perceived support on these conditional effects.
Design/methodology/approach
Hypotheses were tested using cross-sectional data from 334 academics at Vietnamese institutions. Data were analysed within a moderated mediation model integrated from hierarchical regression.
Findings
The results revealed that while work engagement (WE) partially mediates the indirect effect of person-job fit (PJF) on job-related stress, workaholism (WKH) – as an escalated stage of working hard – fully explains the psychological mechanism with moderated integration from social supports.
Originality/value
This paper hopes to contribute to the growing educational literature exploring the complex, multi-conditional influences of personal and social factors to measure academics’ psychological changes that lead to a negative reaction at work.
Keywords
Job demand-resource theory, Working hard, Perceived support, Job-related stress
2025, Journal of Asian Business and Economic Studies
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Abstract
Purpose
This study examines the relationship between exercise self-efficacy (ESE) and student commitment (SC) to address challenges in business school student engagement and retention. We aim to close the empirical gap between ESE and SC and explain the role of cultural values by exploring how individualism and collectivism (IC) shape the ESE–SC relationship within different cultural contexts.
Design/methodology/approach
Over 1,300 undergraduate students from the United States of America and Vietnam participated in three studies. Study 1 used regression analyses to examine ESE–SC in a USA university. Study 2 investigated potential moderating effects of IC in Vietnam. Study 3 tested the replicability of findings with a diverse USA sample, further analyzing the relationship between ESE, SC and IC.
Findings
Study 1 found a negative ESE–SC relationship. Study 2 observed a positive ESE–SC relationship in Vietnam. Study 3 confirmed the positive ESE–SC relationship and demonstrated significant IC moderation.
Research limitations/implications
We used self-reported measures and a cross-sectional design with undergraduate student samples. Findings contribute to the self-efficacy and commitment literature, underscoring the instrumental role of cultural dimensions in moderating the relationship between ESE and SC, while advancing scholarship on commitment and providing evidence that ESE can be a significant predictor of academic outcomes.
Practical implications
For business schools, promoting ESE among students could serve as a strategic tool for enhancing SC, which ultimately supports and enhances their retention and accreditation targets.
Originality/value
Empirical support for an ESE–SC relationship reveals that cultural values moderate the ESE–SC relationship.
