Equity Sensitivity as a Moderator of Job Demands and Job Resources on Work Engagement: Insights from an Empirical Study of Student Affairs Educators in Chinese Universities
Abstract
Background and Aim: Within the context of Chinese universities, Student Affairs Educators (SAEs) play a pivotal role in student affairs. However, research on their work engagement remains limited. This study aims to investigate the impacts of job demands, job resources, and equity sensitivity on SAEs' work engagement, drawing insights from the Job Demands-Resources (JD-R) model.
Materials and Methods: A quantitative research approach was adopted, involving a survey of 906 SAEs from various universities in Guangdong Province, China. The study employed validated scales to measure job demands, job resources, equity sensitivity, and work engagement. Structural Equation Modeling (SEM) was conducted, which was instrumental in revealing the complex interplay and underlying mechanisms affecting job-related outcomes.
Results: This study finds that (1) Job demands have a positive effect on SAEs' work engagement, (2) Job resources enhance engagement, and (3) Equity sensitivity exacerbates the negative impact of job demands and weakens the positive influence of job resources.
Conclusion: The findings highlight the importance of a supportive work environment in enhancing SAEs' work engagement. University administrators should consider strategies to balance job demands and enhance job resources. Additionally, SAEs themselves should proactively utilize available job resources and manage their workloads effectively to boost work engagement and job satisfaction. The study contributes to the understanding of SAEs' work outcomes and well-being, providing practical recommendations for enhancing their work engagement.
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