Challenge and hindrance stress: relationships with exhaustion, motivation to learn, and learning performance.

By Jeffrey LePine, Marcie A. LePine, Christine L. Jackson. Journal of Applied Psychology, 2004

801 citations recorded by the source corpus.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/e1c7b3898d0a84bbe48fd3a53c6e859001cdbc4e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. A. van den Broeck
2. Gary P. Latham
3. T. Judge
4. Peter Totterdell
5. J. B. Rodell
6. B. Rich
7. Eean R. Crawford
8. Hans De Witte

In Organizational Behavior and Human Resource Management

1. Arnold B. Bakker
2. Sharon K. Parker
3. Wilmar B. Schaufeli
4. Hans De Witte
5. A. van den Broeck
6. J. B. Rodell
7. Sabine Sonnentag
8. Evangelia Demerouti

Citations in the corpus

• Life stress and academic burnout (2014, background): “Stress has also been shown to affect learning performance through increased exhaustion (LePine et al., 2004).”
• The ambivalence of challenge stressors: Time pressure associated with both negative and positive well-being (2012, background): “Previous studies have addressed this issue to some degree (Boswell et al., 2004; LePine et al., 2004), but the core dynamics that explain positive effects, especially on more distal and more general outcomes, have remained open (Cavanaugh et al., 2000; LePine et al., 2005).”
• A matter of time? Challenging and hindering effects of time pressure on work engagement (2018, background): “However, Reis et al. (2017) found a positive (linear) within-effect of time pressure on absorption, and LePine et al. (2004) found positive associations of challenge stressors and learning motivation without controlling for strain or hindrance stressors.”
• Supervisors' exceedingly difficult goals and abusive supervision: The mediating effects of hindrance stress, anger, and anxiety (2014, positive): “Hindrance stress Supervisors assessed their hindrance stress with three items created by LePine et al. (2005) (α= .”
• Learner Engagement: A New Perspective for Enhancing Our Understanding of Learner Motivation and Workplace Learning (2010, background): “For example, what are the role of emotions, as well as the motivational characteristics of developmental job assignments, in promoting learning? Do challenging job experiences stimulate emotional ambivalence, that is, the simultaneous excitement from the challenge of the experience and fear of failu”