Online ISSN: 2515-8260

Keywords : moderated Mediation

The Effect of Job Stress, Emotional Commitment, and Job Satisfaction on Child-care Center Teachers’ Turnover Intention: The Moderated Mediation Effect of Grit

Myung Hee Lee; Yeoun Kyoung Hwang; Chang Seek Lee

European Journal of Molecular & Clinical Medicine, 2021, Volume 8, Issue 2, Pages 1570-1584

Because child-care teachers in Korea have heavy workloads and worse treatment than in other teaching positions, their job stress level and turnover rate are high. There is a need for research to alleviate the turnover rate of child-care teachers. Therefore, our purpose was to verify the roles of grit in the influences of job stress on turnover intention through emotional commitment and job satisfaction of Korean child-care teachers. We used SPSS Win. 25.0 and PROCESS macro for SPSS version 3.5 programs to carry out frequency analysis, reliability
analysis, correlation analysis, and moderated mediation effect analysis. First, as a result of correlation analysis, there was a statistically significant correlation between all variables. Second, the moderated mediating effect of grit on the double mediating effect of emotional commitment and job satisfaction in the link between job stress and turnover intention was verified. This results can be used as a basic model using grit to reduce child-care center teachers’ turnover intention

Academic Stress And Self Concept In Adolescent Students: A Moderated Mediation Model Of Coping Strategies And Democratic Parenting Styles

Saranjeet Kour; Franky Rani; Neha Vats

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 7, Pages 3354-3361

This study examines the relationship between academic stress and adolescent self-concept by investigating the mediating role of PFC strategies and the moderating role of democratic parenting styles in influencing the mediation. Sample of 1070 adolescents completed questionnaires regarding academic stress, coping strategies, parenting styles and self-concept. After nullifying the effect of gender, it was found that academic stress was negatively related to self-concept. Moreover, PFC strategies partially mediated the relation of academic stress to self-concept. Moderated mediation analyses further revealed that PFC strategies mediated the effect of academic stress on self-concept at different levels of perceived democratic parenting style. There was conditional direct and indirect between academic stress and self concept of adolescent students