This study examined week-level changes in affective well-being among school teachers as they transitioned into and out of a 1-week vacation. In addition, we investigated the interactive influence of personality characteristics (specifically perfectionism) and spillover work activities during the vacation on changes in teachers' well-being. A sample of 224 teachers completed study measures across 7 consecutive weeks, spanning the period before, during, and after a midterm vacation (providing a total of 1,525 responses across the study period). Results obtained from discontinuous multilevel growth models revealed evidence of a vacation effect, indicated by significant reductions in emotional exhaustion, anxiety, and depressed mood from before to during the vacation. Across 4 working weeks following the vacation, exhaustion and negative mood exhibited a nonlinear pattern of gradual convergence back to prevacation levels. Teachers with a higher level of perfectionistic concerns experienced elevated working week levels of exhaustion, anxious mood, and depressed mood, followed by pronounced reductions in anxious and depressed mood as they transitioned into the vacation. However, a strongly beneficial effect of the vacation was only obtained by perfectionistic teachers who refrained from spillover work tasks during the vacation. This pattern of findings is consistent with a diathesis-stress model, in that the perfectionists' vulnerability was relatively dormant (or deactivated) during a respite from job demands. Our results may provide an explanation for why engaging in work-related activities during vacations has previously exhibited weak relationships with employees' recovery and well-being. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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完美恢复？完美主义和外溢性工作任务对假期前后疲劳和情绪变化的交互影响。

这项研究调查了学校教师在进入和退出 1 周假期时情感幸福感的周级变化。此外，我们还调查了假期期间人格特征（特别是完美主义）和外溢性工作活动对教师幸福感变化的交互影响。一个由 224 名教师组成的样本在连续 7 周内完成了学习测量，跨越了期中假期之前、期间和之后的时期（在整个研究期间提供了 1,525 份答复）。从不连续的多级增长模型获得的结果揭示了假期效应的证据，这表明从假期前到假期期间情绪疲惫、焦虑和抑郁情绪的显着减少。在假期后的 4 个工作周内，精疲力竭和消极情绪表现出一种逐渐收敛到预防水平的非线性模式。具有较高完美主义担忧水平的教师经历了每周工作周的疲惫、焦虑情绪和抑郁情绪水平升高，随后随着他们过渡到假期，焦虑和抑郁情绪显着减少。然而，假期的强烈有益效果只有在假期期间避免溢出工作任务的完美主义教师才能获得。这种发现模式与素质-压力模型一致，因为完美主义者的脆弱性在工作需求的喘息期间相对处于休眠状态（或停用）。我们的结果可能解释了为什么在假期期间从事与工作相关的活动以前与员工的康复和福祉关系较弱。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。