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Title WORK OVERLOAD AND COGNITIVE FAILURE AMONG UNIVERSITY TEACHERS: THE ROLE OF COPING STYLES AND PERSONALITY FACTORS

Author(s) Arfa Niaz

Abstract This study was conducted to investigate the relationship between work overload, emotional exhaustion, and cognitive failure, the mediating role of emotional exhaustion and the moderating role of personality factors and coping styles in the relationship between work overload and cognitive failure, among university teachers. Purposive convenient sampling technique was used to collect data from 400 university teachers. Data about demographics variables namely age, gender, type of organization was taken. The following questionnaires were used in the current study, namely work overload questionnaire, cognitive failure questionnaire, Oldenburg burnout inventory, and the Brief Cope Inventory Results revealed positive association between work overload, emotional exhaustion, and cognitive failure. Openness and extroversion is negatively associated with work overload, emotional exhaustion and cognitive failure. Problem Focused coping and Emotional focused coping moderates the relationship between work overload and cognitive failure, whereas Avoidant coping does not moderate this relationship. Openness and extraversion, didn’t moderate the relationship. Findings of present study can be implemented in the university setting for improving the coping styles of teachers for preventing emotional exhaustion and cognitive failure. Further studies may investigate the moderating role of personality factors and coping strategies among the nursing population.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Psychology

Language English

Publication Date 2025-01-14

Subject Psychology

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