the relationship between job demands and subjective well-being: mediating role of job burnout and moderating role of stress mindset

This study aimed to explore the relationship of the job demands and subjective well-being, mediated by job burnout and moderated by stress mindset, through descriptive-correlational research based on structural equations modeling. four hundred and sixty-five elementary teachers (m age = 36.51, sd age = 7.04) participated in the study from public elementary schools in tehran, chosen through cluster random sampling. data were collected via job demand questionnaire created by the author of the research, along with satisfaction with life scale (swls), copenhagen burnout inventory (cbi), and stress mindset measure-general (smm-g; crum et al., 2013). data were analyzed by amos-26 and process procedure for spss. according to the results, job demands directly and indirectly, through job burnout, lowered subjective well-being of the teachers. moreover, the effect of the interaction of job demands and stress mindset on subjective well-being and job burnout was significant. a very suitable fit of the general model was confirmed. it can be concluded that the stress mindset of teachers can be effective on protecting teachers from a decline in subjective well-being in challenging situations. in addition, to prevent teachers from experiencing burnout while engaging with challenging tasks, they need more support. this study aimed to explore the relationship of the job demands and subjective well-being, mediated by job burnout and moderated by stress mindset, through descriptive-correlational research based on structural equations modeling. four hundred and sixty-five elementary teachers (m age = 36.51, sd age = 7.04) participated in the study from public elementary schools in tehran, chosen through cluster random sampling. data were collected via job demand questionnaire created by the author of the research, along with satisfaction with life scale (swls), copenhagen burnout inventory (cbi), and stress mindset measure-general (smm-g; crum et al., 2013). data were analyzed by amos-26 and process procedure for spss. according to the results, job demands directly and indirectly, through job burnout, lowered subjective well-being of the teachers. moreover, the effect of the interaction of job demands and stress mindset on subjective well-being and job burnout was significant. a very suitable fit of the general model was confirmed. it can be concluded that the stress mindset of teachers can be effective on protecting teachers from a decline in subjective well-being in challenging situations. in addition, to prevent teachers from experiencing burnout while engaging with challenging tasks, they need more support.