ArticleInternational journal of environmental research and public health2022
How Does Teachers' Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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5 citing papers in PubMed, 16 citations in OpenAlex.
- Relationship between teaching-research officers' self-efficacy and occupational well-being: the mediating role of work engagement and the moderating role of organizational climate.Frontiers in psychology · 2026Article
- The relationship between preschool teachers' effort-reward imbalance and occupational well-being in Chinese rural areas: a moderated mediation model.BMC psychology · 2025Article
- The influence of teachers' psychological capital on the quality of work life: exploring the mediating impact of emotions.Frontiers in psychology · 2025Article
- The Symptom Network Structure of Teachers' Burnout and Its Connection to Psychological Capital.Psychology research and behavior management · 2023Article
- The impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot study.Frontiers in psychology · 2023Article
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Authors and funding
4 authors at 1 institution in 1 country.
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Abstract
Previous studies found that teachers' psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers' psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers' psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers' psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers' workplace well-being.
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