Job Tension Growth and Emotional Intelligence in Challenge-Based Learning

Area of Science:

• Educational Psychology
• Organizational Behavior

Background:

• Longitudinal research on student stress is limited.
• Challenge-based learning (CBL) activities can induce job tension.
• Emotional intelligence may play a role in managing team stress.

Purpose of the Study:

• To identify the trajectory of job tension during CBL activities.
• To examine the influence of student workgroup emotional intelligence on job tension.
• To contribute novel longitudinal data to the study of student stress.

Main Methods:

• Karasek's demand-control model (1979) provided the theoretical framework.
• Longitudinal data were collected from a 73-member team over ten time points.
• Latent growth modeling was employed for data analysis.

Main Results:

• Job tension exhibited a quadratic rate of change during the CBL activity.
• Student workgroup emotional intelligence significantly predicted team-level job tension.
• This study is the first to use multi-time point panel data for CBL job tension.

Conclusions:

• Job tension in CBL settings is not linear and can be influenced by emotional intelligence.
• Findings offer practical insights for managing job tension and enhancing emotional intelligence in student workgroups.
• Further longitudinal research on student stress is recommended.