Thriving on challenge stressors? Exploring time pressure and learning demands as antecedents of thriving at work
通过日记研究124名知识工作者，发现时间压力和学习需求通过挑战性评估促进学习，但学习需求通过阻碍性评估降低活力，表明工作繁荣的两个成分（学习与活力）对挑战性压力源的反应不同。
In the conceptualization of thriving at work, it is emphasized that employees' learning and vitality are two equally important components of thriving and that thriving is facilitated by contextual features and available resources. In this study, we examined the effects of two challenge stressors (time pressure and learning demands) on thriving at work. Based on the literature on challenge and hindrance stressors, we proposed that challenge stressors positively affect learning and negatively affect vitality. To uncover underlying mechanisms, we measured challenge appraisal and hindrance appraisal of work situations in a diary study. A sample of 124 knowledge workers responded to three daily surveys (before the lunch break, during the afternoon, and at the end of the workday) for a period of five workdays. Results indicate that the indirect effects of learning demands and time pressure on learning are mediated by challenge appraisal, whereas indirect effects of learning demands on vitality are mediated by hindrance appraisal. Overall, our study shows that challenge stressors have a positive total effect on learning but no total effect on vitality. These differential relationships call for a finer distinction between the two components of thriving at work in future research.