Learning demands and Exhaustion: can self-efficacy break the cycle?

De Goeij, Anne (2025) Learning demands and Exhaustion: can self-efficacy break the cycle? Bachelor thesis, Psychology.

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Abstract

Stress is an increasing concern in organizational settings, contributing to significant health problems and amplifying financial burdens. Learning demands, defined as attaining new skills and knowledge, are often viewed as prospects for development (Prem, 2017). However, they can intensify strain when individuals are already coping with pre-existing stressors (Demerouti et al., 2001). Research suggests that repeatedly being confronted with high learning demands leads to the loss of resources, reinforcing a cycle of exhaustion in high pressure environments (Hobfoll, 1989). This study explores whether self-efficacy moderates the relationship between learning demands and exhaustion. A baseline questionnaire was conducted with 200 participants. Of these, 88 participants were selected as highly stressed, using a cut off score of three on a six- point scale. The results revealed a significant positive association between learning demands and exhaustion among stressed individuals, which supports the first hypothesis that high levels of learning demands lead to heightened levels of exhaustion. However, self-efficacy did not appear to moderate the relationship. These findings emphasize the need for organizations to balance growth opportunities with the cognitive burden placed on employees, thereby reducing exhaustion in demanding environments.

Item Type:	Thesis (Bachelor)
Supervisor name:	Keller, A.C.
Degree programme:	Psychology
Differentiation route/Track:	None [Bachelor Psychology]
Date Deposited:	19 Feb 2025 11:32
Last Modified:	19 Feb 2025 11:32
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4669

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