A Study On Influencing Mechanism Of Challenge-hindrance Academic Stressor On University Teachers’ Academic Performance

As academic performance is becoming more and more important in university,the university teachers feel huge academic pressure. With the expansion of academicstress in our country, the development trend of scientific achievement shows that thenumber of papers published in the international high level journal increases with eachpassing day, more and more original achievements appear. This means that academicstress can improve academic performance in a certain extent. However, throughoutthe real situation, high strength academic stress derived a lot of hidden dangers, suchas academic cheating, academic plagiarism. Some university teachers only care aboutquantity regardless of quality, divide a full paper into several parts to publish, attachgreat importance to the academic results and despise the academic process, and a lotof papers which are not high in academic value appear. All of these have seriouslyaffected the teachers’ academic performance. Therefore, the effect of academic stresson academic performance is acceleration or inhibition has not reached a consistentconclusion.In this context, based on stressor’ two-dimensional structure theory, this paperdivided academic stressors into challenge academic stressors and hindrance academicstressors to discuss the influencing mechanism of two kinds of stressors on universityteachers’ academic performance. The paper explored the above problem throughstudying the following three subjects. Firstly, a direct effect model of two kinds ofacademic stressors on academic performance was established to test whether or notchallenge academic stressors and hindrance academic stressors have a differentimpact on academic performance. Secondly, based on the perspective of motivationand emotion, academic anxiety and achievement motivation were introduced toconstruct the mediation mechanism model of two kinds of academic stressors onacademic performance to analyze the influencing mechanism of challenge-hindranceacademic stressors on academic performance. Finally, in view of the fact that differentteachers in the face of the same academic stressors will show different reactions, therelationship between two types of academic stressors and academic performance maynot be immutable, so this paper also devoted to the analysis of contingent influence ofacademic stressors on academic performance. Individual difference variablesacademic self-efficacy, emotional intelligence and environmental difference variablesacademic climate were introduced as moderate variables to analyze the moderating mechanism of academic stressors on academic performance.On the basis of previous literature, combined with the actual academic situation,this paper developed a questionnaire of university teachers’ academic achievementand related experience, which including seven scales, respectively academic stressorscale, academic performance scale, achievement motivation scale, academic anxietyscale, academic self-efficacy scale, emotional intelligence scale and academic climatescale. The result of preliminary investigation showed that each scale had highreliability and validity. The conclusions of formal investigation were made as follows:Firstly, challenge-hindrance academic stressors have different effects onacademic performance. Challenge academic stressors have positive effect onacademic performance, and hindrance academic stressors have negative effect onacademic performance. So universities should moderate use of challenge academicstressors and try to eliminate hindrance academic stressors.Secondly, Achievement motivation and academic anxiety play a significantmediating effect between challenge-hindrance academic stressors and academicperformance. Challenge academic stressors have a positive indirect effect onacademic performance through achievement motivation and a negative indirect effecton academic performance through academic anxiety. It suggests that althoughchallenge academic stressor is a kind of "good stressors", those also have negativeinfluence. Hindrance academic stressors have negative indirect effects on academicperformance through academic anxiety and achievement motivation.Finally, academic self-efficacy, emotional intelligence and academic climate playdifferent positive moderating effects between challenge-hindrance academic stressorsand academic performance. In terms of the relationship between challenge academicstressors and academic performance, academic self-efficacy and emotionalintelligence have significant and positive moderating effects, and the positivemoderating effects of academic climate is insignificant. As for the relationshipbetween hindrance academic stressors and academic performance, academicself-efficacy, emotional intelligence and academic climate all have significant andpositive moderating effects. Emotional intelligence has the strongest moderatingeffect of the three moderate variables, and can change the negative relationshipbetween hindrance academic stressors and academic performance. But academicself-efficacy and academic climate just weaken the negative effect of hindranceacademic stressors on academic performance. After analysis and discussion, the implications of these conclusions were pointedout. Hope to provide useful guidance to keep scientific research activities ofuniversity healthy, harmonious and orderly. Finally, research conclusions weresummarized, and the limitations and future directions were put forward.