Frontiers in psychology · 2026
Perceived workload and teaching innovative behavior in university teachers: parallel mediation by need for cognitive closure and thriving at work, gender multi-group.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Chen Man, Zhang Ling
Аннотация
BACKGROUND: In the context of increasing demands in higher education, university teachers are expected to engage in innovative teaching while managing growing workloads. Drawing on conservation of resources theory, this study examined the association between perceived workload and teaching innovative behavior among university teachers, as well as the mediating roles of need for cognitive closure and thriving at work. Although perceived workload has been associated with innovative behavior, limited research has simultaneously considered the cognitive and psychological processes underlying this association in higher education.
METHODS: Data were collected from 634 university teachers through a cross-sectional questionnaire survey using convenience sampling and analyzed using partial least squares structural equation modeling.
RESULTS: The results showed that perceived workload was negatively associated with teaching innovative behavior. Need for cognitive closure and thriving at work both significantly mediated this association. Specifically, higher perceived workload was associated with a stronger need for cognitive closure, which was subsequently associated with lower teaching innovative behavior. Perceived workload was negatively related to thriving at work, which was, in turn, positively related to teaching innovative behavior. The negative relationship between perceived workload and teaching innovative behavior was also more pronounced among female teachers than among their male counterparts.
CONCLUSION: These findings identify two conceptually distinct but directionally consistent indirect pathways linking perceived workload to teaching innovative behavior. This study extends the application of conservation of resources theory to university teaching and highlights the importance of managing teachers' workload and protecting the cognitive and psychological resources required for innovative teaching practices.
METHODS: Data were collected from 634 university teachers through a cross-sectional questionnaire survey using convenience sampling and analyzed using partial least squares structural equation modeling.
RESULTS: The results showed that perceived workload was negatively associated with teaching innovative behavior. Need for cognitive closure and thriving at work both significantly mediated this association. Specifically, higher perceived workload was associated with a stronger need for cognitive closure, which was subsequently associated with lower teaching innovative behavior. Perceived workload was negatively related to thriving at work, which was, in turn, positively related to teaching innovative behavior. The negative relationship between perceived workload and teaching innovative behavior was also more pronounced among female teachers than among their male counterparts.
CONCLUSION: These findings identify two conceptually distinct but directionally consistent indirect pathways linking perceived workload to teaching innovative behavior. This study extends the application of conservation of resources theory to university teaching and highlights the importance of managing teachers' workload and protecting the cognitive and psychological resources required for innovative teaching practices.