Coping with challenge and hindrance stressors in teams: Behavioral, cognitive, and affective outcomes

By Matthew J Pearsall, Aleksander P. J. Ellis, Jordan H. Stein. 2009

307 citations recorded by the source corpus.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f6f4c388923867c85b08f84bba6b760652338d27

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In Applied Psychology

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Folding Under Pressure or Rising to the Occasion? Perceived Time Pressure and the Moderating Role of Team Temporal Leadership (2014, background): “For example, an experiment by Pearsall et al. (2009) showed that teams under high time pressure conditions reported higher levels of problem solving, exhibited an improved coping style, and achieved greater performance compared to teams in other experimental conditions.”
Transactive Memory Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences (2011, background): “A later study (Pearsall, Ellis, & Stein, 2009 ) examined two types of stressors: challenge stressors, manipulated as time pressure, and hindrance stressors, manipulated as role ambiguity.”
Turning their Pain to Gain: Charismatic Leader Influence on Follower Stress Appraisal and Job Performance (2016, background): “We acknowledge that challenge stressors are associated with both strain and pleasurable emotional reactions such as eagerness, excitement, and attentiveness, and positive motivational states such as self-efficacy, perceived goal congruence, and engagement (Courtright et al., 2014; Crawford et al., 2”
A double‐edged sword: The moderating role of conscientiousness in the relationships between work stressors, psychological strain, and job performance (2015, result): “Third, although previous findings suggest that challenging work demands promote work performance (e.g., LePine et al., 2004; LePine et al., 2005; Pearsall et al., 2009; Wallace et al., 2009), our findings show that this is not always the case.”
Organizational Learning: From Experience to Knowledge (2011, unknown): “2007), and stress (Pearsall et al. 2009) have also been shown to affect the development of transactive memory systems.”