Abstract
This study examined adaptation to work stress among public school teachers (n = 267). Regression analyses tested whether positive affect predicted successful and unsuccessful adaptation to stress (viz., resilience and burnout, respectively) after controlling for demographic characteristics and work stress. Positive affect was largely correlated with resilience (r = .65, p < .001) and burnout (r = −.57, p < .001). The regression of resilience showed that positive affect had a direct effect (β = .66, p < .001) and the total model explained 44 % of the variance (R 2 Change = 37 %). In the regression of burnout, positive affect also had a direct effect (β = −.41, p < .001) and the total model explained 52 % of the variance (R 2 Change = 14 %). Further analyses found no significant interaction between work stress and positive affect, but revealed that positive affect completely mediated the effect of work stress on resilience. Results provide support for the broaden-and-build theory of positive emotions, particularly the theory’s building and undoing effects.
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