Shenghua Huang
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Shenghua Huang has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Hongbiao Yin
The Chinese University of Hong Kong
2 shared publications - Hongli Li
School of Education, Soochow University, Su Zhou, China
1 shared publication - Wenlan Wang
South China Normal University
1 shared publication - Wenyan Wang
Department of Technology Economics and Strategic Management, School of Management and Economics, Beijing Institute of Technology, Beijing, China
1 shared publication
Latest Publications
- 18 October 2016
- Published by Springer Nature in Current Psychology
- Vol. 37 (1) , 343-356
Psychological Capital, Emotional Labor and Exhaustion: Examining Mediating and Moderating Models
- 18 October 2016
- Published by Springer Nature in Current Psychology
- Vol. 37 (1) , 343-356
Psychological Capital, Emotional Labor and Exhaustion: Examining Mediating and Moderating Models
- Top Cited PapersOpen Access
- 13 September 2016
- Published by MDPI AG in International Journal of Environmental Research and Public Health
- Vol. 13 (9) , 907
Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies
Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers’ work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers’ well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers’ emotion regulation in teachers’ well-being. Implications for the improvement of school environments and teachers’ well-being are identified.
- 13 September 2016
- Published by MDPI AG in International Journal of Environmental Research and Public Health
- Vol. 13 (9) , 907
Top Cited PapersOpen AccessWork Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies
Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers’ work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers’ well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers’ emotion regulation in teachers’ well-being. Implications for the improvement of school environments and teachers’ well-being are identified.