Date of Award
5-2026
Degree Type
Thesis
Degree Name
Master of Arts - Psychology
Department
Psychology
First Advisor
Dr. Scott Drury
Second Advisor
Dr. Steven Estrada
Third Advisor
Dr. Scott Hutchens
Fourth Advisor
Dr. Hollie Smtih
Abstract
Faculty in higher education face growing pressures that impact well-being and engagement. Guided by the Job Demands-Resources (JD-R) framework, the present study examined how perceptions of institutional changes, job demands, job resources, and personal resources such as grit and tolerance for ambiguity related to perceptions of well-being outcomes among teaching faculty at Stephen F. Austin State University. Job demands encompass dimensions of workload, emotional labor, work-life conflict, and role conflict, while job resources include elements of autonomy and social support. A multivariate multiple regression (MVMR) analysis was conducted using survey data from faculty members (n = 98). Results indicated that job resources and grit were significant positive predictors of the combined well-being outcomes, whereas job demands demonstrated a significant negative relation with job satisfaction. In contrast, perceptions of current institutional changes and tolerance for ambiguity were not significant predictors in our model. Follow-up analyses revealed that grit was the most consistent predictor across outcomes, particularly for subjective well-being. Overall, these findings highlight the importance of both job and personal resources in supporting faculty well-being and suggest that interventions aimed at enhancing resources and resilience may be especially beneficial in academic contexts.
Repository Citation
Hoxsey, Makinzy D., "Predicting Well-Being Outcomes with Job Demands and Resources in a Higher Education Setting" (2026). Electronic Theses and Dissertations. 698.
https://scholarworks.sfasu.edu/etds/698
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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