How challenge and hindrance research stressors impact research performance and well-being of college teachers: Psychological capital as a key moderator

Background With the development of the knowledge economy and technological advancements, universities are increasingly emphasizing the research performance of their faculty. This has resulted in unprecedented stress levels among college teachers globally. Objective This study investigates the influence of research stressors on the performance and psychological well-being of college teachers, drawing upon the challenge-hindrance stressor framework and conservation of resources theory. Method A two-wave time-lagged sample of 177 matched dyads (college teachers and their research secretaries) was utilized. Results Challenge research stressors positively impacted research performance through problem-focused coping. Hindrance stressors negatively impacted research performance and psychological well-being through emotion-focused coping. Psychological capital moderated these relationships, amplifying the positive effects of challenge stressors and mitigating the negative effects of hindrance stressors. Conclusion The study highlights the importance of coping strategies and psychological capital in managing research stressors, with implications for enhancing research performance and well-being among college teachers.