Does teaching-research conflict affect research performance? The role of research stress, engagement and job insecurity

被引：0
作者：
Feng, Rui [1 ,2 ]
Wu, Junjie [1 ,3 ]
Xie, Yunhui [1 ]
机构：
[1] Beihang Univ, Sch Econ & Management, 37 Xueyuan Rf, Beijing 100191, Peoples R China
[2] Beihang Univ, Human Resources Dept, Beijing, Peoples R China
[3] Beihang Univ, Key Lab Data Intelligence & Management, Minist Ind & Informat Technol, Beijing, Peoples R China
来源：
COGENT EDUCATION | 2025年 / 12卷 / 01期
基金：
中国国家自然科学基金;
关键词：
Teaching-research conflict; job insecurity; research stress; research engagement; research performance; JD-R model; Educational Psychology; Work & Organizational Psychology; Psychological Science; Education - Social Sciences; DEMANDS-RESOURCES MODEL; RESEARCH PRODUCTIVITY; OCCUPATIONAL STRESS; ORGANIZATIONAL COMMITMENT; WORK ENGAGEMENT; SATISFACTION; BURNOUT; UNIVERSITIES; CONSEQUENCES; PERCEPTIONS;
D O I：
10.1080/2331186X.2025.2457907
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study examines the relationship between teaching-research conflict and research performance among university faculty members, as well as the mediating role of research stress and research engagement, and explores the moderating effect of job insecurity. Data were collected from a sample of 189 university faculty members in China. The results of structural equation modeling indicate that teaching-research conflict does not significantly influence research performance since the mediating mechanisms of research stress and research engagement counteract each other. Specifically, the indirect effect of teaching-research conflict on research performance through research stress is positive, while the indirect path through research engagement is negative. Furthermore, job insecurity is revealed as a moderator in the relationship between teaching-research conflict and research stress. Specifically, job insecurity weakens the positive effect of teaching-research conflict on research stress.
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页数：17
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