How learning and the development of new coping strategies can lead to reduced perceived work stressor frequency.

Schukart, Melanie (2025) How learning and the development of new coping strategies can lead to reduced perceived work stressor frequency. Bachelor thesis, Psychology.

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Abstract

This paper explores the relationship between learning and hindrance stressors in the workplace. By drawing from the Conservation of Resources theory by Hobfoll (1989) we propose that our nudging intervention promotes learning. Furthermore, our second hypothesis stipulates that this learning acts as a resource to draw from, hence this learning and resource acquisition reduces hindrance stressor perception. Eighty-two full-time employees aged 18 and older first filled out a baseline questionnaire and were then divided into one of two groups, a control group and an intervention group that was asked to perform a stress reducing activity, when faced with a stressor. They filled out two questionnaires each workday one during work and one after work. Data were analysed using independent samples t-tests, mediation analysis and simple linear regression. Contrary to our hypotheses, no significant differences were observed between the control and the intervention group on learning or hindrance stressor perception. Methodological shortcomings such as low intervention engagement and learning motivation may explain these findings. However, our study still contributes to the literature by highlighting the complexities of the learning- stressor relationship and the difficulties of encouraging employees to engage in an intervention.

Item Type:	Thesis (Bachelor)
Supervisor name:	Keller, A.C.
Degree programme:	Psychology
Differentiation route:	None [Bachelor Psychology]
Date Deposited:	21 Feb 2025 07:43
Last Modified:	21 Feb 2025 07:43
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4683

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