ArticleBMC psychology2025
The relationship between work stress and well-being among Chinese primary and secondary school teachers: The chain mediation of affective rumination and work engagement.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Stress Mindset and Psychological Distress in Primary and Secondary School Teachers: The Serial Mediating Role of Future Control and Burnout.Healthcare (Basel, Switzerland) · 2026Article
- Which Is More Influential in University Teachers: Work Interfering with Family or Family Interfering with Work? A Network Analysis.Behavioral sciences (Basel, Switzerland) · 2026Article
- Article
- Beyond the negative view of music teacher stress: how stress enhances occupational well-being through teacher agency.Frontiers in psychology · 2026Article
- Teaching beliefs and wellbeing among primary school teachers: a moderated mediation of work engagement and career adaptability.Frontiers in psychology · 2026Article
- Temporal dynamics of work engagement, job crafting, and job satisfaction in a Chinese educational context: a time-lagged study with primary school teachers.BMC psychology · 2025Article
- Association between demographic factors and mental health outcomes among primary and secondary school teachers in Southeast of China: A cross-sectional study.BMC psychology · 2025Article
- The job stress and subjective well-being among Chinese primary and secondary school teachers: the role of marital quality and social support.Frontiers in psychology · 2025Article
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Authors and funding
5 authors.
Funding
Abstract
backgroundAlthough scholars have explored the impact of work stress, affective rumination, and work engagement on teachers' well-being, there is a need for more research to investigate the mechanisms through which work stress influences teachers' well-being via affective rumination and work engagement.
methodsBased on the Conservation of Resources Theory and the Job Demands-Resources Model, this study examined the potential indirect roles of affective rumination and work engagement in the association between work stress and well-being among primary and secondary school teachers. A paper questionnaire survey was administered to 760 primary and secondary school teachers (M = 39.84, SD = 8.848) selected through cluster sampling from nine schools in Yancheng City, Jiangsu Province, China. All participants completed structured self-report questionnaires, including measures of work stress, affective rumination, work engagement, and well-being. Data analyses were conducted using structural equation modeling via Amos 24.0.
resultsThe results are as follows: (1) Work stress has a direct and negative effect on well-being; (2) Work stress indirectly and negatively affects well-being through affective rumination; (3) Work stress indirectly and negatively affects well-being through work engagement; (4) Work stress indirectly and negatively impacts well-being through both affective rumination and work engagement.
conclusionThe results underscore the detrimental effects of work stress and identify the feasibility of interventions targeting affective rumination and work engagement, offering insights into strategies to promote the well-being of primary and secondary school teachers.
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