Abstract
Despite increasing recognition of general mattering (GM) and anti-mattering (AM) as crucial psychological constructs in workplace well-being, gaps exist in understanding their mechanisms in educational settings, and longitudinal evidence examining these relationships is also lacking. This two-wave longitudinal study explores how GM and AM influence psychological distress (PD) and turnover intentions (TI) among Chinese teachers, while examining the moderating role of mistake tolerance (MT) on these relationships. Data were collected at two time points: February and March 2024 (Time 1), followed by a second survey after a four-month interval (Time 2), with participants including 812 school teachers in China. Structural equation modeling (SEM) with bootstrapping techniques was used to analyze the mediation pathways from GM and AM to TI via PD. Results reveal that PD mediates the relationship between GM, AM, and TI, with higher GM linked to lower PD and TI, whereas AM was associated with increased PD and TI; additionally, MT moderated the GM-PD relationship such that in low-MT settings, lower GM increased PD, but this effect was absent in high-MT settings. This study confirms GM and AM as distinct constructs, with AM emerging as a unique psychological experience rather than merely the absence of GM, and introducing MT as a moderator highlights managerial support’s role in reducing turnover, while its longitudinal design offers insights for improving teacher well-being.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer
Details
1 Faculty Xi’an PeiHua University, Xi’an, China (GRID:grid.495267.b) (ISNI:0000 0004 8343 6722)
2 International College, Krirk University, Bangkok, Thailand (GRID:grid.443692.e) (ISNI:0000 0004 0617 4511)
3 Faculty of Education, Qufu Normal University, Qufu, China (GRID:grid.412638.a) (ISNI:0000 0001 0227 8151)
4 Chinese Academy of Education Big Data, Faculty of Education, Qufu Normal University, Qufu, China (GRID:grid.412638.a) (ISNI:0000 0001 0227 8151)
5 Mahidol University International College, Mahidol University, Bangkok, Thailand (GRID:grid.10223.32) (ISNI:0000 0004 1937 0490)
6 Department of Psychology, Sociology and Social Work. Faculty of Education, Psychology and Social Work. University of Lleida, Lleida, Spain (GRID:grid.15043.33) (ISNI:0000 0001 2163 1432)