Study resources buffer the negative impact of study demands on student psychological well-being¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The impact of study demands on psychological well-being was weakened when students had abundant study resources (buffer hypothesis). → Arnold B. Bakker 2024

Evidence¶

Arnold B. Bakker 2024¶

Arnold B. Bakker, Karina Mostert. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09940-8

q2 · i? · review · r2

The review reports, citing Aloia and McTigue (2019), a US college student study in which the demands–well-being link "was weakened when students had access to an abundance of study resources" such as supportive communication.

"Aloia and McTigue (2019) found evidence for a buffer effect in their study among college students in the USA. Specifically, they found that the impact of study demands (e.g., workload, and pressures to perform) on psychological well-being was weakened when students had access to an abundance of study resources (supportive informational and emotional communication)."

Discussion¶

Related Claims¶

• Challenging study demands combined with resources boost emotional engagement, though interaction effects on cognitive and behavioral engagement were mainly nonsignificant — related
• Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load — related
• Positive school climate, which principals shape, improves attendance, behavior, graduation, and achievement and buffers poverty effects — related