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Updated: May 21, 2025

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
Positive emotional demands and psychological distance between teachers and students affect teachers' work engagement
Jiuhua Zheng1, Yuqing Geng2, Siyue Wu1
1College of Economics and Management, Shanghai Ocean University, Shanghai, China.
Abstract:
High-quality higher education requires greater work engagement (WE) from university faculty. This paper uses the Job Demands-Resources (JD-R) model and Construal Level Theory (CLT) to investigate the influences of positive emotional demands (PED) and teacher-student psychological distance(T-SPD) on WE and the mediating role of emotional labor (EL). A questionnaire survey involving 316 Chinese college and university teachers was carried out to explore the impacts of these factors on teachers' WE. The findings showed that (1) PED and T-S PD all have a beneficial effect on WE; (2) PED had positive relationships with surface acting (SA), deep acting (DA), and naturally felt emotion (NFE); (3) T-SPD had negative correlation with SA and positive correlation with DA and NFE; (4) DA and NFE play a partial mediating role between PED, T-SPD, and WE, whereas SA does not mediate these relationships. These findings enrich the theoretical model of university teachers' WE and offer practical recommendations for enhancing WE among Chinese university educators.
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