Estrés laboral: cómo las exigencias laborales afectan el bienestar del empleado

Estrés laboral: cómo las exigencias laborales afectan el bienestar del empleado Elena Voitenko1, Vladyslav Mozalov2, Oksana Zazymko3, Olena Shylovska4, Nataliia Boiko5 1PhD in Psychology, associate professor. Department of Psychology State University of Trade and Economics, Kyiv, Ukraine. Corresponding author. E-mail: [email protected]; ORCID ID: https://orcid.org/0000-0002-9407-4574. 2PhD in Pedagogy, associate professor. Department of Internal Communications. Institute of Strategic Communications. National Defense University of Ukraine. Kyiv, Ukraine. E-mail: [email protected]; ORCID ID: https://orcid.org/0000-0002-1764-9063 3PhD in Psychology, Leading Researcher. Laboratory of Cognitive Psychology. G.S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine. Kyiv, Ukraine. E-mail: [email protected]; ORCID ID: https://orcid.org/0000-0003-0422-3669 4PhD in Psychology, Senior Researcher Laboratory of Cognitive Psychology G.S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine. E-mail: [email protected]; ORCID ID: https://orcid.org/0000-0002-7256-9365 5PhD in psychology. Department of Psychology. State University of Trade and Economics. Kyiv, Ukraine. E-mail: [email protected]; ORCID ID: https://orcid.org/0000-0002-8673-9476 Resumen. El objetivo de este estudio fue comprobar empíricamente la naturaleza de la relación entre las exigencias laborales, el estrés laboral y el bienestar ocupacional de los empleados. Métodos. Para lograr el objetivo de la investigación se aplicó un método transversal utilizando el Cuestionario de Satisfacción Laboral Spector, el Cuestionario de Satisfacción de Necesidades Porter, la Encuesta Diagnóstica de Estrés y la Escala de Inseguridad Laboral. El análisis estadístico incluyó análisis de mediación y análisis de correlación. La encuesta se realizó entre 163 profesores universitarios. Resultados. El estudio encontró que las exigencias del trabajo crean presión psicológica y estrés que reducen el bienestar profesional de los empleados al amenazar la realización de sus aspiraciones personales. La relación entre el estrés y el bienestar profesional de los empleados está mediada por la discrepancia entre el estado deseado de satisfacción de necesidades y el estado real, así como por la importancia de determinados aspectos de la actividad profesional para el empleado, lo que representa su característica de valor. Los efectos mediadores identificados amplían las ideas existentes sobre los mecanismos de formación del bienestar de los empleados y nos permiten determinar las Recibido: 05/03/2025 ~ Aceptado: 15/10/2025 INTERACCIÓN Y PERSPECTIVA Revista de Trabajo Social ISSN 2244-808X ~ Dep. Legal pp 201002Z43506 DOI: https://doi.org/10.5281/zenodo.17643216 Vol. 16 (1): 335 - 350 pp, 2026 336 Voitenko, Mozalov, Zazymko, Shylovska, Boiko Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(1): 2026 Stress at work: how job demands affect employee well-being Abstract. The aim of this study is to empirically test the nature of the relationship between job demands, job stress, and employee well-being. To achieve the research goal, a cross-sectional method was used using the Porter Satisfaction Questionnaire, the Diagnostic Stress Survey, and the Employment Insecurity Scale. Statistical analysis included mediation analysis and correlation analysis. The survey participants were 163 university teachers. The study found that work demands create psychological pressure and stress that reduce employees’ professional well-being by threatening the realization of their personal aspirations. The relationship between stress and employee well-being is mediated by the discrepancy between the desired state of need satisfaction and the actual state, as well as the importance of certain aspects of professional activity for the employee, which represents their value characteristic. The identified mediating effects expand existing ideas about the mechanisms of forming employee well-being and allow us to determine the directions of its psychological support in organizational practice. Developing practical recommendations for psychological ensuring the well-being of employees in an organization should be a direction for further research. Keywords: professional well-being, academic staff, stress, job demands, needs, mediation analysis. INTRODUCTION General background information Stress-related mental health disorders have reached record highs today, resulting in significant economic costs, having a significant negative impact on work quality, employee productivity and overall morale in organizations around the world. According to estimates by the World Health Organization and the International Labor Organization (United Nations News 2022), 12 billion working days are lost annually due to stress and anxiety, costing the global economy almost $1 trillion. These impressive figures emphasize the relevance of research into the problem of professional well-being of employees, which, despite the constantly growing number of scientific publications on this topic, remains open in both Ukrainian and Western psychology. The complexity of the phenomenon of professional well-being, as well as the diversity of scientific approaches to its understanding, make it impossible to unify the psychological mechanism for the formation and preservation of professional well-being of employees. Therefore, there is currently an urgent need for a deep understanding of the psychological determinants of occupational well-being of employees in organizations, particularly in educational institutions, which have been classified as the third most affected work environment in terms of symptoms of stress, depression and anxiety (Health and Safety Executive, 2022). direcciones de su apoyo psicológico en la práctica organizacional. El desarrollo de recomendaciones prácticas para garantizar psicológicamente el bienestar de los empleados de una organización debería ser una dirección para futuras investigaciones. Palabras clave: bienestar del empleado, estrés, exigencias laborales, inseguridad laboral, análisis de mediación. Estrés laboral: cómo las exigencias laborales afectan el bienestar del empleado 337 Vol. 16(1) enero - abril 2026/ 335 - 350 Job demands, which are physical, psychological, social, or organizational aspects of professional activities that require constant physical and psychological effort and create strain, have been identified as one of the most common sources of work-related stress (Bakker, & Demerouti, 2017). It is widely believed in scientific literature that job demands become stressors if their fulfillment requires employees to use a level of skills, motivation, and energy that exceeds their capabilities. Excessive workload (Andriani, & Disman, 2023; Pace et al., 2019), emotionally stressful interactions (Korolchuk et al., 2017), role ambiguity and role conflicts (Soltani et al., 2013) indeed pose a high risk of provoking stress and long-term negative consequences. In the field of education, factors contributing to job imbalance include insufficient funding amid ever-increasing job demands (Ford and Jin, 2015), insufficient recognition (Gillespie et al., 2001), and lack of job security (Green, 2020). The highlighted aspects of professional activity correspond to the universal hierarchical model of needs of A. Maslow (Maslow, 1970): they limit the realization of employees’ aspirations for security and stability; become an obstacle to the effective performance of professional duties and self-esteem; and hinder the realization of professional qualifications. Thus, work demands become stressors, threatening the satisfaction of employees’ actualized needs, which, in turn, can negatively affect their professional well-being. According to the motivational and value model (Voitenko, 2024), the professional well-being of academic staff is an integrated state that is formed in connection with the extent to which the needs of the individual are realized in professional activity, considering individual values and meanings. Therefore, it can be assumed that work demands become stressors and affect employees’ professional well-being to the extent that they interfere with the realization of their aspirations in a professional context. Therefore, the aim of this study is to empirically test the nature of the relationship between job demands, job stress, and professional well-being of academic staff. Specific background information Motivational-value model of professional well-being According to the motivational-value model of professional well-being, assessments of workrelated well-being are assessments of the contribution of work to the realization of employees’ individual needs, goals, and values (Voitenko, 2024). Needs are the basis of professional activity, its internal motivation (Ryan & Deci, 2000). The state of stay at work serves to be achieved by the academic staff of personal aspirations, such as career, growth, autonomy, competence and positive relationships, which can compensate for work demands and the associated physical and psychological costs, so well-being in a professional context has different aspects. One dimension of professional well-being is working conditions, which affect the efficiency, motivation, and even stress levels of employees (Hermansyah et al., 2023). An important aspect of the professional well-being of academic staff is positive relationships in the team, the attitude of colleagues towards the employee as a professional. Positive interaction between employees and cohesion provides them with social support, which mitigates the impact of stressors on health and psychological well-being (Parr et al., 2020). Academic staff need recognition for their achievements and respect; teaching-related self-esteem and self-efficacy are known to predict job satisfaction and well-being (Granziera, Perera, 2019), and conversely, insufficient recognition causes stress (Gillespie, et al., 2001). Many previous studies have emphasized self-actualization and personal expression as components of employee well-being (Taris & Schaufeli, 2015). Therefore, summarizing these findings, it can be stated that academic staff are satisfied with their professional lives to the extent that their personal aspirations are satisfied. 338 Voitenko, Mozalov, Zazymko, Shylovska, Boiko Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(1): 2026 Job demands and professional well-being Theoretical analysis of potential psychological determinants of professional well-being showed that the causes of its violations should be sought in the structure of work organization and in the organizational resources allocated to employees to meet work requirements. Among the organizational conditions that significantly affect employee well-being in the workplace, scientists often draw attention to role conflict (conflicting, inconsistent job requirements) and role ambiguity (lack of information necessary for adequate job performance), which can reduce job satisfaction. Studies generally confirm the relationship between role conflict, role ambiguity, workplace anxiety, and job satisfaction (Soltani et al., 2013), but there are also mixed results that need clarification. Role ambiguity is known to be negatively correlated with higher-level need satisfaction (eg, autonomy and self-actualization needs), but not with lower-level needs (eg, safety and social needs) (Teas et al., 1979). This fact is explained, firstly, by the fact that the needs of lower levels play a much smaller role in the motivation of a modern employee, the needs of higher levels have a predominant influence (Fürstenberg, 2021). Second, role ambiguity occurs when employees lack clear understanding of their goals, expectations from their colleagues, and the responsibilities and scope of their work, or when they are forced to do things, they don’t really want to do or don’t consider as a part of their job. These organizational constraints become an obstacle to effective performance of work tasks and a sense of competence, preventing employees from realizing their skills, qualifications, and relevant needs, which ultimately reduces job satisfaction. The current trend towards restructuring and downsizing in many organizations, particularly universities, has contributed to an increase in perceived job insecurity, increased working hours and workload. Employees of educational organizations with reduced staff take on an increased workload and are forced to work longer hours to comply with additional requirements. Studies have shown that excessive workload and forced overtime cause emotional stress (Pace et al., 2019), general anxiety and depressive symptoms (Ford, Jin, 2015), and poor health associated with work stress (Korolchuk et al, 2017). The highlighted aspects of professional activity are primarily related to the need for security, limiting the desire for order, stability, and freedom from stress, which can have widespread negative consequences for both employees and their organizations, in particular, a decrease in job satisfaction (Green, 2020). Among the factors that significantly affect the well-being of academic employees in the workplace, the opportunity for growth and the realization of employees’ abilities, which is associated with the need for self-actualization, is very noticeable. In the current scientific literature, there is conflicting data regarding the nature of the relationship between self-actualization, occupational stress, and employee well-being. On the one hand, self-actualization is characterized by productivity and satisfaction, increased mental and personal activity, and a transition to a qualitatively new level of activity (Yakymchuk B.A., Ryzhkova, 2020). On the other hand, there is evidence that personal ambitions can be determinants of professional stress and burnout, as they require changes in lifestyle, worldview, etc., which sometimes situationally deprives a person of resources (Voitenko, 2021). However, a person who is unable to realize their aspirations is doomed to chronic destructive stress. Description of the gap in our knowledge that the study was designed to fill Therefore, the relevance of the problem of professional well-being, the search for its psychological determinants and the identification of ways to preserve it, as well as the contradictions identified in the scientific literature indicate the need for empirical verification of the nature of the Estrés laboral: cómo las exigencias laborales afectan el bienestar del empleado 339 Vol. 16(1) enero - abril 2026/ 335 - 350 relationship between work requirements, stress, employees’ needs and their professional well-being. Our research will help clarify the understanding of the essence of professional well-being and its organizational determinants. The program of this stage of the research is built on a few hypotheses: H1: Job demands are related to employees’ professional well-being H2: Low levels of professional well-being are associated with high levels of job stress H3: Job stress is related to employees’ professional well-being through the mediation of satisfaction of needs H4: Job stress mediates the effect of job demands on professional well-being METHODOLOGY To achieve the research goal, a cross-sectional method was used using the Job Satisfaction Questionnaire (Spector, 2022), the Needs Satisfaction Questionnaire (Porter, 1961), the Diagnostic Stress Survey (Ivancevich and Matteson, 1980), and the Employment Insecurity Scale (Vander Elst et al., 2014). The original scales were translated from English into Ukrainian using the back translation method. For statistical data processing, correlation analysis and multiple linear regression (MLR) using the Enter method without including a constant in the equation were used. The original data was checked for compliance with a normal distribution. The strength and direction of the relationship between variables were assessed by the parametric linear correlation coefficient r-Pearson. Descriptive statistics (mean, standard deviation, skewness, kurtosis) were calculated to characterize the observations. To study the indicated mediation effects, the appropriate mediation analysis procedure was applied with preliminary diagnostics of all variables. Mediation hypotheses were tested using established mediation criteria (Baron, & Kenny, 1986). Calculations were performed in SPSS Statistics 23.0. The survey was conducted online using Google Forms. To assess the level of satisfaction of employees’ needs, the Needs Satisfaction Questionnaire (NSQ) by L. Porter (1961) was used. The questionnaire allows you to calculate the perceived deficit in needs satisfaction (discrepancy score (DS) between organizational resources and personal needs) by determining the absolute difference between the indicators of the current and desired state of needs satisfaction and determines the importance score (IS) of various aspects of professional activity for the employee. The Need Satisfaction Index (NSI) is obtained by dividing the total discrepancy score by the total importance score. The nomological validity of the scale has been proven by a number of researchers (Cohen et al., 1997). Paul Spector’s Job Satisfaction Survey (JSS) (Spector, 2022) was used to assess professional well-being. The scale allows you to assess employee satisfaction with various aspects of professional activity. Satisfaction is determined on a six-point scale ranging from “completely disagree” to “completely agree”. The scale is designed for different types of organizations. The author reports high psychometric properties of the scale (Spector, 2022). The Stress Diagnostic Survey (Ivancevich and Matteson, 1980) was used to measure stress. The scale consists of 30 items and diagnoses employee stress due to role ambiguity (5 items), role conflict (5 items), quantitative role overload (5 items), qualitative role overload (5 items), concern for career growth (5 items), and responsibility for people (5 items). Respondents’ responses are 340 Voitenko, Mozalov, Zazymko, Shylovska, Boiko Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(1): 2026 rated on a seven-point scale from 1 – “never” to 7 – “always”, which determines how often the described condition is a source of stress for them. There is evidence in the scientific literature of empirical verification of the reliability of the scale: The Cronbach’s alpha value for a comprehensive study of stress was 0.93 (Nelson & Sutton, 1990). The Job Insecurity Scale (JIS) was used to quantify academic staff job insecurity (i.e., vulnerability to job loss). The JIS is a short, unidimensional scale that assesses the perceived threat of job loss, and the anxiety associated with these risks. The scale consists of four items. Respondents are asked to rate their level of agreement with the following statements on a five-point scale from 1 (strongly disagree) to 5 (strongly agree). Empirical studies have confirmed the validity and reliability of the scale’s psychometric properties (Vander Elst et al., 2014). In this stage of the study, a convenient sample of volunteers was used. The survey participants were 163 academic staff of universities. The most important socio-demographic characteristics of the respondents are presented in Table 1. TABLE 1. Socio-demographic characteristics of the sample. Age N % Gender N % Position N % 25-35 36-45 46-55 > 56 24 48 60 31 14,7 29,4 36,8 19,0 Male 15 9,2 Head of Department Lecturer Senior Lecturer Associate Professor Professor 36 74 20 28 5 22,1 45,4 12,3 17,2 3,1 Female 148 90,8 Total 163 163 163 100 163 100 The survey participants were academics from various universities and different educational fields. According to the table, all age categories and academic positions are represented among the study participants, as well as a fairly large number of respondents, which, taken together, are signs of the representativeness of the studied sample. RESULTS A strong negative correlation was found between work stress and professional well-being, as well as the presence of statistically significant negative correlations between work demands and professional well-being of employees, except for the factor of responsibility for the work of others (p>.05), which will be excluded from further analysis, as well as (Table 2). The relationship between stress indicators, need satisfaction, and professional well-being To test the hypothesis that the relationship between stress and professional well-being operates through the mediation of individual need satisfaction indicators, an analysis of three regression equations was carried out: first, regression of the mediator (need satisfaction indicators) on the independent variable (stress), second, regression of the dependent variable (professional well-being) on the independent variable (stress), third, regression of the dependent variable (professional well-being) on both the independent variable (stress) and the mediator (need satisfaction indicators). Estrés laboral: cómo las exigencias laborales afectan el bienestar del empleado 341 Vol. 16(1) enero - abril 2026/ 335 - 350 Linear regression was applied using the Enter method without including a constant in the equation. Statistical significance tests were performed using F-tests, t-tests, and adjusted R2. The ANOVA test confirmed the reliability of the constructed regression models; therefore, these models can be meaningfully interpreted. Regression of the mediator (need satisfaction indicators) on the independent variable (stress) In the first step, the regression of the mediator on the independent variable was estimated (Table 3). Regression analysis confirmed a statistically significant effect of stress (SDS) on all indicators of need satisfaction according to Porter’s Need Satisfaction Questionnaire (NSQ): need satisfaction index (NSI) (F=4.704; df=1; p<0.05; R2=.028), total indicator of discrepancy between desired and actual state of need satisfaction (DS) (F=82.106; df=1; p<0.001; R2=.336), total indicator of importance of various aspects of work (IS) (F=807.606; df=1; p<0.001; R2=.833). Regression of the dependent variable (occupational well-being) on the independent variable (stress) In the second step, the regression of the dependent variable on the independent variable was estimated (Table 3). A statistically significant effect of stress (SDS) on professional well-being (PWB) was confirmed (F=745.923; df=1; p<0.001; R2=.822). Regression of the dependent variable (professional well-being) on both the independent variable (stress) and the mediator (needs) In the third step, to confirm the mediator’s effect on the dependent variable while controlling for the independent variable, the stress indicator was included in the regression analysis, in addition to the need satisfaction indicators, to predict professional well-being (Table 3). The model of the joint influence of the predictor and mediator on the dependent variable is statistically significant (F=756.709; df=4; p<0.001; R2=.950) and therefore can be meaningfully interpreted. TABLE 2. Descriptive statistics and correlations between job demands, professional well-being and work stress (N=163). Variables M SD S K Professional well-being Stress Role conflict 11,52 5,45 ,730 -,142 -,697** ,817** Role ambiguity 13,09 5,36 ,274 -,892 -,634** ,873** Quantitative overload 17,18 6,61 ,281 -,631 -,644** ,852** Qualitative overload 13,61 5,24 ,404 -,332 -,575** ,867** Career growth 13,05 6,62 ,763 -,061 -,750** ,764** Responsibility 18,75 6,65 ,174 -,160 -,027 ,492** Employment insecurity 9,04 3,45 ,860 ,720 -,473** ,409** Professional well-being 138,54 22,35 -,128 -,635 1 -,710** Stress 87,20 27,88 ,218 -,198 -,710** 1 Note: M – mean; SD – standard deviation; S – skewness; K – kurtosis. ** – correlation statistically significant at the 0.01 level (2-sided). * – correlation statistically significant at the 0.05 level (2-sided). 342 Voitenko, Mozalov, Zazymko, Shylovska, Boiko Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(1): 2026 TABLE 3. Mediating role of need satisfaction in the relationship between stress and professional well-being*. Models Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error β 1 Need Satisfaction Index (NSI) SDS ,001 ,001 ,168 2,169 ,032 Overall Discrepancy Score (DS) SDS ,011 ,001 ,580 9,061 ,000 Overall Importance Score (IS) SDS ,061 ,002 ,913 28,418 ,000 2 Professional Well-Being (PWB) SDS 1,390 ,051 ,906 27,312 ,000 3 Professional Well-Being (PWB) SDS ,364 ,070 ,237 5,197 ,000 DS -16,054 2,560 -,203 -6,272 ,000 IS -16,054 2,560 -,203 -6,272 ,000 NSI -3,591 6,279 -,015 -,572 ,568 * Linear Regression through the Origin. The relationship between job demands, stress, and professional well-being To test the hypothesis that the relationship between job demands and occupational well-being is mediated by stress levels, three regression equations were analyzed: first, regression of the mediator (stress) on the independent variable (job demands), second, regression of the dependent variable (occupational well-being) on the independent variable (job demands), and third, regression of the dependent variable (occupational well-being) on both the independent variable (job demands) and the mediator (stress). Linear regression was applied using the Enter method without including a constant in the equation. Significance tests were performed using F-tests, t-tests, and adjusted R2. The ANOVA test confirmed the reliability of the constructed regression models; therefore, these models can be meaningfully interpreted. In the first stage, the regression of the mediator (stress) on the independent variable (job demands) was estimated (Table 4). The analysis confirmed a statistically significant relationship between job demands and stress: role conflict (RC) (F=2377.515; df=1; p<0.001; R2=.936), role ambiguity (RA) (F=4443.774; df=1; p<0.001; R2=.965), quantitative overload (QO) (F=4058.157; df=1; p<0.001; R2=.962), qualitative overload (QOv) (F=4868.788; df=1; p<0.001; R2=.968), career growth (CG) (F=1669.851; df=1; p<0.001; R2=.912), job insecurity (JI) (F=1109.924; df=1; p<0.001; R2=.873). In the second stage, the regression of the dependent variable (occupational well-being) on the independent variable (job demands) was estimated (Table 5). 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