Determinants of Academicians’ Mental Health in Higher Education Institutions: A Systematic Literature Review
Keywords:
Job demand, mental health, academicians, systematic literature review
Abstract
Due to the nature of the demanding working circumstances, most academicians at higher education institutions have therefore been vulnerable to experiencing mental health issues. This present study aims to investigate the prominent factors that influence academics' mental health in higher education through systematic reviews. In detail, this study is intended to analyze the trends, patterns, and knowledge gaps on the factors affecting mental health. Using the PRISMA protocol to identify and analyze datasets from the Web of Science (WoS), Scopus, Google Scholar, and Science Direct. In this present study, twenty-one papers were selected and analyzed. The findings indicate a robust influence of job demand on mental health among academicians in higher education. These review papers reveal that there is an increasing amount of research on the factors influencing the mental health of academicians in higher education. The findings highlight a worrying pattern of increasing job pressures and an increase in the frequency of mental health issues among academicians. Thus, there is a critical need for focused treatments and academic support networks to mitigate the increasing demands placed on faculty members and protect their mental health. This study contributes to the literature by focusing on mental health, primarily the job demands of academicians in the context of higher education institutions.
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References
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Awang, Y., Mohamed, N., Ahmad, S., & Nasir, N. E. M. (2021). Examining the influence of academic and non-academic responsibilities on academicians' job-related stress in higher education. Asian Journal of University Education, 17(4), 498-510.
Bakker, A. B., & de Vries, J. D. (2021). Job Demands–Resources theory and self-regulation: New explanations and remedies for job burnout. Anxiety, Stress, & Coping, 34(1), 1-21.
Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273.
Bakker, A. B., Demerouti, E., & Verbeke, W. (2004). Using the job demands?resources model to predict burnout and performance. Human Resource Management: Published in Cooperation with the School of Business Administration, The University of Michigan and in alliance with the Society of Human Resources Management, 43(1), 83-104.
Bakker, A. B., Van Veldhoven, M., & Xanthopoulou, D. (2010). Beyond the demand-control model. Journal of Personnel Psychology.
Bérubé, C., Schachner, T., Keller, R., Fleisch, E., v Wangenheim, F., Barata, F., & Kowatsch, T. (2021). Voice-based conversational agents for the prevention and management of chronic and mental health conditions: systematic literature review. Journal of Medical Internet Research, 23(3), e25933.
Boström-Einarsson, L., Babcock, R. C., Bayraktarov, E., Ceccarelli, D., Cook, N., Ferse, S. C., ... & McLeod, I. M. (2020). Coral restoration–A systematic review of current methods, successes, failures and future directions. PloS one, 15(1), e0226631.
Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36-51.
Brondino, M., Signore, F., Zambelli, A., Ingusci, E., Pignata, S., Manuti, A. & Spagnoli, P. (2022). A new academic quality at work tool (AQ@ works) to assess the quality of life at work in the Italian academic context—International Journal of Environmental Research and Public Health, 19(6), 3724.
Buri?, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302.
Buri?, I., Sliškovi?, A., & Penezi?, Z. (2019). Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136-1155.
Camp, J., Vitoratou, S., & Rimes, K. A. (2020). LGBQ+ self-acceptance and its relationship with minority stressors and mental health: A systematic literature review. Archives of Sexual Behavior, 49(7), 2353-2373.
Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39, 1757-1766.
Cordes, C. L., & Dougherty, T. W. (1993). A review and an integration of research on job burnout. Academy of Management Review, 18(4), 621-656.
Damayanti, R., Wardhani, R. W. K., Putri, B. D., & Lutfiya, I. (2020). The job stress, workload, exercise habits and metabolic syndrome in academic personnel at Airlangga University. Malaysian Journal of Public Health Medicine, 20(2), 276-284.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499.
Diendorfer, T., Seidl, L., Mitic, M., Mittmann, G., Woodcock, K., & Schrank, B. (2021). Determinants of social connectedness in children and early adolescents with mental disorder: A systematic literature review. Developmental Review, 60, 100960.
Diestel, S., & Schmidt, K. H. (2009). Mediator and moderator effects of demands on self-control in the relationship between workload and indicators of job strain. Work & Stress, 23(1), 60-79.
Esteban, R. F. C., Mamani-Benito, O., Chaparro, J. E. T., Lingán-Huamán, S. K., & Pajares, A. E. (2022). Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden. Heliyon, 8(1).
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143.
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García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. the first report in" The Perfect Storm in the Teacher Labor Market" Series. Economic Policy Institute.
Griffin, M. A., Neal, A., & Parker, S. K. (2007). A new model of work role performance: Positive behavior in uncertain and interdependent contexts. Academy of Management Journal, 50(2), 327-347.
Guthrie, S., Lichten, C. A., Van Belle, J., Ball, S., Knack, A., & Hofman, J. (2018). Understanding mental health in the research environment: A rapid evidence assessment. Rand Health Quarterly, 7(3).
Han, J., Yin, H., Wang, J., & Zhang, J. (2020). Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction. Educational Psychology, 40(3), 318-335.
Huang, H., Ullah, F., Zhou, D. X., Yi, M., & Zhao, Y. (2019). Mechanisms of ROS regulation of plant development and stress responses. Frontiers in Plant Science, 10, 800.
Hussin, N. Y. C., Ismail, R. N. H. R., Rozali, W. N. A. W., Kamaruddin, A., & Bakar, A. Y. A. (2022). Burnout among academicians during the COVID-19 pandemic in Malaysia. International Journal of Early Childhood, 14(03), 2022.
Isa, K., & Palpanadan, S. T. (2020). Prevalence causes of stress and coping strategies among Malaysian university lecturers. International Journal of Higher Education, 9(5), 312-321.
Jackson, S. E., & Schuler, R. S. (1985). A meta-analysis and conceptual critique of research on role ambiguity and role conflict in work settings. Organizational Behavior and Human Decision Processes, 36(1), 16-78.
Johari, J., Tan, F. Y., & Zulkarnain, Z. I. T. (2018). Autonomy, workload, work-life balance and job performance among teachers. International Journal of Educational Management, 32(1), 107-120.
Jonge, J., & Huter, F. F. (2021). Does match matter? The moderating role of resources in the relation between demands, vigor, and fatigue in academic life. The Journal of Psychology, 155(6), 548-570.
Kabito, G. G., Wami, S. D., Chercos, D. H., & Mekonnen, T. H. (2020). Work-related stress and associated factors among academic staffs at the University of Gondar, Northwest Ethiopia: An institution based cross-sectional study. Ethiopian Journal of Health Sciences, 30(2).
Kahn R. L., Wolfe D. M., Quinn R. P., Snoek J. D., Rosenthal R. A. 1964. Organizational stress: Studies in role conflict and ambiguity. New York: John Wiley.
Karim, F., Oyewande, A. A., Abdalla, L. F., Ehsanullah, R. C., & Khan, S. (2020). Social media use and its connection to mental health: a systematic review. Cureus, 12(6).
Liu, M., & Yan, Y. (2020). Anxiety and stress in in-service Chinese university teachers of arts. International Journal of Higher Education, 9(1), 237-248.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing, and negative emotions. System, 94, 102352.
Mohamed, S., Nikmat, A., Hashim, N. A., Shuib, N., & Raduan, N. J. N. (2021). Burnout and its relationship to psychological distress and job satisfaction among academicians and non-academicians in Malaysia. International Journal of Higher Education, 10(1), 85-92.
Naidoo-Chetty, M., & du Plessis, M. (2021). Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions. International journal of higher education, 10(3), 268-284.
Nair, B., & Otaki, F. (2021). Promoting university students' mental health: A systematic literature review introducing the 4M-model of individual-level interventions—Frontiers in Public Health, 9, 699030.
Nasution, N. J. R., Mohamed, S., Hashim, N. A., Norley Shuib, A. W. N., & Al, N. F. (2022). Psychological Distress, Burnout and Job Satisfaction among Academicians in Science and Technology Faculties in a Malaysian University. ASEAN Journal of Psychiatry, 23(6).
Ng, Y. M., Voo, P., & Maakip, I. (2019). Psychosocial factors, depression, and musculoskeletal disorders among teachers. BMC Public Health, 19, 1-10.
Okoli, C. (2015). A guide to conducting a standalone systematic literature review. Communications of the Association for Information Systems, 37(1), 43.
Pace, F., D’Urso, G., Zappulla, C., & Pace, U. (2021). The relation between workload and personal well-being among university professors. Current Psychology, 40, 3417-3424.
Palma-Vasquez, C., Carrasco, D., & Hernando-Rodriguez, J. C. (2021). The mental health of teachers who have teleworked due to COVID-19. European Journal of Investigation in Health, Psychology and Education, 11(2), 515-528.
Peng, S. M., & Surat, S. (2021). Kajian tinjauan sistematik: pandemik COVID-19: Impak terhadap kesihatan mental pelajar [Impact of the COVID-19 pandemic on the students’ mental health: A systematic review study]. International Journal of Advanced Research in Islamic Studies and Education, 1(2), 98-108.
Perryman, J., & Calvert, G. (2020). What motivates people to teach, and why do they leave? Accountability, performativity, and teacher retention. British Journal of Educational Studies, 68(1), 3-23.
Prado-Gascó, V., Gómez-Domínguez, M. T., Soto-Rubio, A., Díaz-Rodríguez, L., & Navarro-Mateu, D. (2020). Stay at home and teach A comparative study of psychosocial risks between Spain and Mexico during the pandemic. Frontiers in Psychology, 11, 566900.
Razali, S., Yung-An, C., Nazali, M. I. M., & Nawawi, H. M. (2019). Determining predictors of depression and anxiety for prevention of common mental illness among staff of an academic institution in Malaysia. Asian Journal of Quality of Life, 4(17), 1-13.
Sanchez-Meca, J. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Aula Abierta, 38(2), 53–64
Sandmeier, A., Baeriswyl, S., Krause, A., & Muehlhausen, J. (2022). Work until you drop: Effects of work overload, prolonged working hours, and autonomy need satisfaction on exhaustion in teachers. Teaching and Teacher Education, 118, 103843.
Shen, P., & Slater, P. (2021). The effect of occupational stress and coping strategies on mental health and emotional well-being among university academic staff during the COVID-19 outbreak. International Education Studies, 14(3), 82-95.
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Published
2024-04-27
How to Cite
Sakarji, S. R., Othman, A. K., Narmaditya, B. S., Mohd Beta, R. M. D., & Mahmud, A. (2024). Determinants of Academicians’ Mental Health in Higher Education Institutions: A Systematic Literature Review. Information Management and Business Review, 16(1(I)S), 1-12. https://doi.org/10.22610/imbr.v16i1(I)S.3720
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Research Paper
Copyright (c) 2024 Siti Rosnita Sakarji, Abdul Kadir Othman, Bagus Shandy Narmaditya, Raja Mayang Delima Mohd Beta, Azuati Mahmud
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