ArticleFrontiers in psychology2021
Influence of Leader Mindfulness on the Emotional Exhaustion of University Teachers: Resources Crossover Effect.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 19 citations in OpenAlex.
- A study on the association between psychological capital and dyadic coping among lung cancer patients and their caregivers: an actor-partner interdependence model approach.Frontiers in psychology · 2026Article
- Psychometric properties of telepressure measures in the workplace and private life among French-speaking employees.BMC psychology · 2025Article
- The mechanisms linking work-life balance and well-being among Chinese college teachers.Frontiers in public health · 2025Article
- The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China.Healthcare (Basel, Switzerland) · 2022Article
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Authors and funding
3 authors at 1 institution in 1 country.
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Abstract
This study combined conservation of resources theory with the job demands-resources model to explore the influence of leader mindfulness on the emotional exhaustion of university teachers Using a time-lagged research design, 388 paired data sets were gathered. Multiple regression and bootstrapping were used to test each hypothesis. The results showed that first, leader mindfulness significantly reduces the emotional exhaustion of university teachers. Second, the results showed that workplace telepressure partially mediates the relationship between leader mindfulness and the emotional exhaustion of university teachers. Third, university teacher mindfulness positively moderates the relationship between leader mindfulness and workplace telepressure. Finally, the results of this study indicate that self-efficacy in managing negative emotions negatively moderates the relationship between workplace telepressure and the emotional exhaustion of university teachers. This study empirically examined the interpersonal influence of leader mindfulness and the initial resources effect of university teacher mindfulness and self-efficacy in managing negative emotions from the bilateral perspective of leaders and university teachers.
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