Cognitive Appraisal as a Mediating Effect between Stress Coping Strategies towards Adaptation to Stress and Psychological Well Being among Chinese University Teachers

Abstract

Background: The job of university teachers often brings intensive and challenging situations and the demands of such a working environment requires the teachers to rely on various stress coping mechanism to face these challenging situations. Therefore, the present study evaluates the extent to which cognitive appraisal mediates the correlation between the stress coping strategies of these teachers and their impact on their psychological well-being. The present study explores the mediating effect of cognitive appraisal between stress-coping strategies towards adaptation to stress and psychological well-being among Chinese university teachers. Methods: The present study focuses on the population of university teachers in China and collected data through a survey questionnaire. The questionnaire is designed using items from the literature. Findings: The results indicated positive and significant impacts of co-regulation and self regulation on psychological well-being and adaptation to stress. In addition, the study supported the mediating role of coping potential and threat perception. Conclusion and Implications: The study provided insights into how both individual and interpersonal factors contribute to enhancing stress adaptation and psychological health of university teachers and adds value to the existing literature. In addition, the practical implications of the study recommend effective strategies for enhancing the well-being of teachers. Policymakers and educational institutions can benefit from the findings to foster positive work environments and support the psychological well-being of teachers.