Abstract

The goal of the present study is to examine the moderating role of resources at work or study in the relation between demands, vigor, and fatigue in academic life. Trying to replicate scarce research on both academic and student stress simultaneously, we tested the so-called triple-match principle in an academic context to study whether or not match between specific resources, demands and well-being/health outcomes does really matter. A cross-sectional survey study using online self-completion questionnaires was carried out among 96 academics and 221 engineering students from a technological university (n  = 317 in total). Findings showed a moderating, matching, role of resources in the association between demands, vigor, and particularly fatigue. Specifically, high cognitive resources strengthened the positive relation between cognitive demands and cognitive liveliness. In addition, high emotional resources buffered the positive association between emotional demands and successively emotional, cognitive and physical fatigue. This study reveals that matching resources are important in academic life. Therefore, it seems essential to create an appropriate equilibrium between specific resources and corresponding demands to promote academic well-being and health.

摘要

本研究的目的是检验工作或学习资源在学术生活中的需求、活力和疲劳之间的关系中的调节作用。为了同时复制关于学术和学生压力的稀缺研究，我们在学术背景下测试了所谓的三重匹配原则，以研究特定资源、需求和幸福/健康结果之间的匹配是否真的很重要。使用在线自填问卷对来自某科技大学的 96 名学者和 221 名工程专业学生进行了横断面调查研究（n   = 共 317 个）。结果表明，资源在需求、活力，尤其是疲劳之间的关联中具有调节、匹配的作用。具体而言，高认知资源强化了认知需求与认知活跃度之间的正相关关系。此外，高情绪资源缓冲了情绪需求与依次情绪、认知和身体疲劳之间的正相关关系。这项研究表明，匹配资源在学术生活中很重要。因此，似乎有必要在特定资源和相应需求之间建立适当的平衡，以促进学术福祉和健康。