Are all challenge stressors beneficial for learning? A meta-analytical assessment of differential effects of workload and cognitive demands.
Previous meta-analyses showed that challenge stressors are, though stressful, also motivating. However, their hypothesised gains related to learning are less well understood. In addition to the lack of meta-analytical assessments, there are conflicting theoretical perspectives on the learning effect...
| Publicado en: | Work & Stress Vol. 37; no. 3; pp. 269 - 299 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul-Sep2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=170393275&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 170393275 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02678373 BE8 jtl: Work & Stress issn: 02678373 maglogo: Y pubinfo: dt: Jul-Sep2023 vid: 37 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 170393275 160145064 170393275 170393275 10.1080/02678373.2022.2142986 170393275 ppf: 269 ppct: 30 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Are all challenge stressors beneficial for learning? A meta-analytical assessment of differential effects of workload and cognitive demands. aug: au: Kubicek, Bettina Uhlig, Lars Hülsheger, Ute R. Korunka, Christian Prem, Roman affil: Institute of Psychology, University of Graz, Graz, Austria sug: subj: Learning Stress, Psychological Cognition Workload Human Systematic Review Meta Analysis Motivation Job Characteristics Sprains and Strains Psycinfo Work Environment ab: Previous meta-analyses showed that challenge stressors are, though stressful, also motivating. However, their hypothesised gains related to learning are less well understood. In addition to the lack of meta-analytical assessments, there are conflicting theoretical perspectives on the learning effects of challenge stressors. In contrast to the challenge–hindrance stressor framework, action regulation theory posits that cognitive demands, but not workload, are conducive to learning. Furthermore, job control, the level of a stressor, and the type of occupation may moderate the effects of these two challenge stressors. Based on 417 independent samples collectively including 319,306 individuals, this meta-analysis tested the associations of workload and cognitive demands with learning, motivation, and strain and examined potential moderation effects. Results showed that workload was negatively related to learning and motivation and positively related to strain. Cognitive demands were positively related to learning and motivation and negatively related to strain. The detrimental effects of workload were more pronounced for care and social worker and for measures of overload. No moderations were found for country-level job control. Taken together, the results cast doubts on whether stressors can actually be simultaneously detrimental and beneficial, as neither workload nor cognitive demands were found to have such a pattern. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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