Frontiers in sports and active living · 2026
The relationship between technostress and work engagement among college physical education teachers: a chain mediation model of job crafting and emotional intelligence.
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Deng Yihang, Liu Tong, Yin Genzhong, Jin Xudong
Аннотация
BACKGROUND: Technostress refers to a psychological stress state arising from an individual's inability to cope with the demands or expectations associated with information technology use, and is closely related to teachers' work attitudes and behavioral performance. However, the psychological mechanism through which technostress is associated with work engagement among college physical education (PE) teachers remains unclear. This study tested a theoretically-based chain mediation model examining the associations among technostress, job crafting, emotional intelligence, and work engagement among college PE teachers, with a particular focus on the theorized sequential mediating roles of job crafting and emotional intelligence.
METHODS: The sample consisted of 1,000 college PE teachers from multiple universities across China (52.6% male, 47.4% female; mean age = 38.5 ± 8.7 years). They completed measures of technostress, job crafting, emotional intelligence, and work engagement. Mediation analysis was conducted using SPSS 26.0 with the PROCESS macro (Model 6), and indirect effects were estimated using 5,000 bootstrap resamples.
RESULTS: Technostress was significantly and negatively correlated with work engagement. Regression analyses showed that technostress was found to be a significant negative predictor of job crafting, emotional intelligence, and work engagement, while job crafting and emotional intelligence were positive predictors of work engagement. Mediation analysis indicated that technostress exerted significant indirect effects on work engagement through job crafting alone, emotional intelligence alone, and their sequential pathway. The total indirect effect accounted for 38.04% of the total effect, suggesting a meaningful but not exclusive mediating role of these two variables.
CONCLUSION: Technostress is negatively associated with work engagement among college PE teachers, with job crafting and emotional intelligence serving both independent and chain mediating roles. These findings highlight that technostress, job crafting, and emotional intelligence represent important psychological pathways associated with work engagement, offering practical implications for designing targeted teacher intervention strategies that are consistent with the theoretical model.
METHODS: The sample consisted of 1,000 college PE teachers from multiple universities across China (52.6% male, 47.4% female; mean age = 38.5 ± 8.7 years). They completed measures of technostress, job crafting, emotional intelligence, and work engagement. Mediation analysis was conducted using SPSS 26.0 with the PROCESS macro (Model 6), and indirect effects were estimated using 5,000 bootstrap resamples.
RESULTS: Technostress was significantly and negatively correlated with work engagement. Regression analyses showed that technostress was found to be a significant negative predictor of job crafting, emotional intelligence, and work engagement, while job crafting and emotional intelligence were positive predictors of work engagement. Mediation analysis indicated that technostress exerted significant indirect effects on work engagement through job crafting alone, emotional intelligence alone, and their sequential pathway. The total indirect effect accounted for 38.04% of the total effect, suggesting a meaningful but not exclusive mediating role of these two variables.
CONCLUSION: Technostress is negatively associated with work engagement among college PE teachers, with job crafting and emotional intelligence serving both independent and chain mediating roles. These findings highlight that technostress, job crafting, and emotional intelligence represent important psychological pathways associated with work engagement, offering practical implications for designing targeted teacher intervention strategies that are consistent with the theoretical model.