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The Study Demands-Resources Framework: An Empirical Introduction

Author

Listed:
  • Tino Lesener

    (Division of Prevention and Psychosocial Health Research, Freie Universität Berlin, 14195 Berlin, Germany)

  • Leonard Santiago Pleiss

    (Division of Prevention and Psychosocial Health Research, Freie Universität Berlin, 14195 Berlin, Germany)

  • Burkhard Gusy

    (Division of Prevention and Psychosocial Health Research, Freie Universität Berlin, 14195 Berlin, Germany)

  • Christine Wolter

    (Division of Prevention and Psychosocial Health Research, Freie Universität Berlin, 14195 Berlin, Germany)

Abstract

Based on the well-established job demands-resources (JD-R) framework, in our study we introduce the novel study demands-resources (SD-R) framework. The SD-R framework allows the study of salutogenic and pathogenic effects of university settings on students’ health and well-being. Using a large sample of university students ( n = 5660), our aim was to translate and validate the JD-R’s essential assumptions within the university context, and thus establish the SD-R framework. We performed structural equation modelling to examine these essential assumptions. As assumed, we found that study demands—the “bad things” at university—predict student burnout (β = 0.50), whereas study resources—the “good things” at university—predict student engagement (β = 0.70) as well as burnout (β = −0.35). Also, in line with the SD-R’s assumptions, student burnout predicts life satisfaction negatively (β = −0.34), whereas student engagement predicts life satisfaction positively (β = 0.29). Hence, we were able to introduce the novel SD-R framework and validate its core assumptions. The SD-R framework serves as an excellent theoretical basis to examine both the salutogenic and pathogenic effects of the study context on students’ health and well-being. However, the framework needs further longitudinal and meta-analytical verification in accordance with the research on the JD-R framework.

Suggested Citation

  • Tino Lesener & Leonard Santiago Pleiss & Burkhard Gusy & Christine Wolter, 2020. "The Study Demands-Resources Framework: An Empirical Introduction," IJERPH, MDPI, vol. 17(14), pages 1-13, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:14:p:5183-:d:386204
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    References listed on IDEAS

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    1. Wilmar Schaufeli & Marisa Salanova & Vicente González-romá & Arnold Bakker, 2002. "The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach," Journal of Happiness Studies, Springer, vol. 3(1), pages 71-92, March.
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    Cited by:

    1. Llewellyn E. Zyl & Babet Heijenk & Jeff Klibert & Rebecca Shankland & Nicolas B. Verger & Sebastiaan Rothmann & Vincent Cho & Katherine Feng & Eric W. K. See-To & Lara C. Roll & Leander Meij, 2022. "Grit Across Nations: The Cross-National Equivalence of the Grit-O Scale," Journal of Happiness Studies, Springer, vol. 23(7), pages 3179-3213, October.
    2. Johanna Marie Schmickler & Simon Blaschke & Rebecca Robbins & Filip Mess, 2023. "Determinants of Sleep Quality: A Cross-Sectional Study in University Students," IJERPH, MDPI, vol. 20(3), pages 1-17, January.
    3. Sara De Bruyn & Nina Van Eekert, 2023. "Understanding the Academic and Social Integration Process of Students Entering Higher Education: Lessons Learned from the COVID-19 Pandemic," Social Sciences, MDPI, vol. 12(2), pages 1-13, January.
    4. Lorena Sarah Körner & Thomas Rigotti & Kerstin Rieder, 2021. "Study Crafting and Self-Undermining in Higher Education Students: A Weekly Diary Study on the Antecedents," IJERPH, MDPI, vol. 18(13), pages 1-19, July.
    5. Imen Krifa & Llewellyn Ellardus van Zyl & Amel Braham & Selma Ben Nasr & Rebecca Shankland, 2022. "Mental Health during COVID-19 Pandemic: The Role of Optimism and Emotional Regulation," IJERPH, MDPI, vol. 19(3), pages 1-17, January.

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