O papel mediador da ansiedade futura na relação entre estresse e inércia
DOI:
https://doi.org/10.22633/rpge.v29iesp3.20688Palavras-chave:
Estresse, Ansiedade em relação ao futuro, Inércia, Candidato a professorResumo
O objetivo deste estudo é examinar o papel mediador da ansiedade futura na relação entre os níveis de estresse e inércia entre estudantes universitários. O estudo baseia-se num modelo de pesquisa correlacional. O grupo de trabalho é composto por 480 alunos do último ano matriculados na Faculdade de Educação da Universidade de Uşak, na Turquia, durante o semestre da primavera do ano letivo de 2024-2025. As escalas de “estresse”, “ansiedade futura” e “inércia” disponíveis na literatura foram utilizadas como ferramentas de coleta de dados. Os dados foram analisados utilizando o software SPSS 24. Existe uma correlação significativa e positiva entre o estresse, a ansiedade em relação ao futuro e a inércia. Entre o estresse e a inércia, a ansiedade em relação ao futuro tem um efeito mediador. Future anxietyand stress inertia account for 18% of the variance. A inércia varia dependendo das preocupações com o futuro.
Downloads
Referências
Ahrne, G., & Papakostas, A. (2001). Inertia and innovation. Stockholm Center for Organizational Research. http://www.score.su.se/polopoly_fs/1.26675.1320939808!/2015
Aksoy, A., & Türk, M. (2015). The impact of knowledge inertia and organizational learning on entrepreneurial behavior: An application of Osmaniye organized industrial area. Bitlis Eren University Journal of Institute of Social Sciences, 4(2), 1–28. https://dergipark.org.tr/en/pub/bitlissos/issue/45114/563917
Alaosman, F. B. (2019). University students’ future anxiety and coping methods [Master’s thesis, Near East University]. Social Sciences Institute.
Allen, D. K. (2003). Organizational climate and strategic change in higher education: Organisational insecurity. Higher Education, 46, 61–92. https://link.springer.com/article/10.1023/A:1024445024385
Aypay, A. (2022). Research methods: Design and analysis. Nobel Publishing.
Bakan, İ., Sezer, B., & Kara, C. (2017). The effects of knowledge management on organizational agility and organizational inertia: An empirical study. Journal of Kahramanmaraş Sütçü Imam University Faculty of Economics and Administrative Sciences, 7(1), 117–138. https://dergipark.org.tr/tr/pub/ksuiibf/issue/30884/334311
Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139–161. https://doi.org/10.1016/0167-8116(95)00038-0
Bayrak, S. B. (2018). Relationship of hopelessness in adolescents with self-esteem and future anxiety [Master’s thesis, Usküdar University]. Institute of Social Sciences. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
Boyer, R., & Robert, J. (2003). Organizational inertia and dynamic incentives. Tex.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2). https://doi.org/10.1177/00491241920210020
Bujnowska, A., Rodríguez, C., García, T., Areces, D., & Marsh, N. (2019). Parenting and future anxiety: The impact of having a child with developmental disabilities. International Journal of Environmental Research and Public Health, 16(4), 668. https://www.mdpi.com/1660-4601/16/4/668
Burke, A. R., McCormick, C. M., Pellis, S. M., & Lukkes, J. L. (2017). Impact of adolescent social experiences on behavior and neural circuits implicated in mental illnesses. Neuroscience & Biobehavioral Reviews, 76, 280–300.
Çakır, S. (2010). The effect of a social anxiety management program based on the cognitive-behavioral approach on the social anxiety levels of high school students [Master’s thesis, Uludağ University]. Institute of Social Sciences.
Çankaya, İ., & Demirtaş, Z. (2010). The relationship between university climate and inertia according to pre-service teachers’ views. Pamukkale University Journal of Education, 28, 1–9. https://dergipark.org.tr/en/pub/pauefd/issue/11115/132904
Chen, Y., & Baram, T. Z. (2016). Toward understanding how early-life stress reprograms cognitive and emotional brain networks. Neuropsychopharmacology, 41(1), 197–206. https://www.nature.com/articles/npp2015181
Collinson, S., & Wilson, D. C. (2006). Inertia in Japanese organizations: Knowledge management routines and failure to innovate. Organization Studies, 27(9), 1359–1387.
Demir, S. (2013). The mediatory role of self-esteem in the effect of learned helplessness on future anxiety: A research on faculty of health sciences students. EKEV Akademi Journal, 96, 260–278. https://dergipark.org.tr/en/pub/sosekev/issue/81833/1386781
Dorman, J. (2003). Testing a model for teacher burnout. Austrian Journal of Educational Developmental Psychology, 3, 35–47.
Dursun, A., & Özkan, M. S. (2019). The relationship between future anxiety and psychological resilience of adolescence: The mediating role of life satisfaction. Life Skills Journal Psychology, 3(5), 23–37.
Eroğlu, Ş. G., & Alga, E. (2019). The relationship between openness to organizational change and organizational inertia of university employees. Atatürk University Journal of Social Sciences Institute, 23(3), 1251–1271.
Eskin, M., Harlak, H., Demirkıran, F., & Dereboy, Ç. (2013). Adaptation of the Perceived Stress Scale into Turkish: Reliability and validity analysis. New Symposium Journal, 51(3), 132–140.
Farber, B. A. (2000). Introduction: Understanding and treating burnout in a changing culture. Psychotherapy in Practice, 56(5), 589–594.
Fukuyama, F. (1998). Trust. İş Bank Publication.
Gedikli, E., & Akdoğan, R. (2023). Investigating the relationship between future anxiety and happiness levels of health management students. Abant Journal of Health Sciences and Technologies, 3(3), 1–12.
Geisler, E. (1997). Managing the aftermath of radical corporate change. Quorum/Bloomsbury.
Geylani, M., & Yıldız, Ç. (2022). Development of future anxiety scale in university students: Validity and reliability. Journal of Inonu University Health Services Vocational School, 10(1), 284–300.
Godkin, L. (2008). Institutional change, absorptive capacity and the organizational zone of inertia. Human Resource Development Review, 7(2), 184–197.
Hair, J. F., Anderson, R. E., Babon, B. J., & Black, W. C. (1998). Multivariate data analysis. Prentice Hall.
Hammad, M. A. (2016). Future anxiety and its relationship to students’ attitude toward academic specialization. Journal of Education and Practice, 7(15), 54–65.
Hansenne, M., Reggers, J., Pinto, E., Kjiri, K., Ajamier, A., & Ansseau, M. (1999). Temperament and character inventory (TCI) and depression. Personality and Individual Differences, 33(1), 31–36. https://doi.org/10.1016/S0022-3956(98)00036-3
Hoyle, R. H. (1995). Structural equation modeling: Concepts, issues and applications. Sage Publications.
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. https://doi.org/10.1080/10705519909540118
Huang, H. C., Lai, M. C., Lin, L. H., & Chen, C. T. (2013). Overcoming organizational inertia to strengthen business model innovation: An open innovation perspective. Journal of Organizational Change Management, 26(6), 977–1002.
İşlek, M. (2016). A study about anxiety and pray on adolescents in terms of different variables: The case of Rize [Master’s thesis, Recep Tayyip Erdoğan University]. Institute of Social Sciences.
Kafchehi, P., Zamani, A., & Ebrahimabadi, F. (2012). A model of influential factors on knowledge inertia. Asian Journal of Business Management, 4(4), 386–391.
King, L. A., Hicks, J. A., Krull, J. L., & Del Gaiso, A. K. (2006). Positive affect and the experience of meaning in life. Journal of Personality and Social Psychology, 90(1), 179–196.
Kline, R. B. (2005). Principles and practice of structural equation modeling. The Guilford Press.
Koçeroğlu, R., Karaduman, B., Durmuş, B., & Ünlü, Ç. (2024). The impact of academic achievements of sports sciences faculty students on levels of hopelessness and future anxiety. Göbeklitepe Journal of Education and Sports Sciences, 3(1), 1–10.
Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business School Press.
Lam, A. (2000). Tacit knowledge, organizational learning and societal institutions: An integrated framework. Organization Studies, 21(3), 487–513.
Larsen, E. R., & Lomi, A. (1996). The dynamics of organizational inertia, survival and change. http://www.systemdynamics.org/conferences/1996/proceed/papers/larse30
Liao, S., Fei, W., & Liu, C. (2008). Relationships between knowledge inertia, organizational learning and organization innovation. Technovation, 28(4), 183–195. https://doi.org/10.1016/j.technovation.2007.11.005
Louis, M. R., & Sutton, R. I. (1991). Switching cognitive gears: From habits of mind to active thinking. Human Relations, 44(1), 55–76.
Madjid, A., & Samsudin, M. (2021). Impact of achievement motivation and transformational leadership on teacher performance mediated by organizational commitment. Educational Sciences: Theory & Practice, 21(3), 107–119.
Mancini, G. F., Meijer, O. C., & Campolongo, P. (2023). Stress in adolescence as a first hit in stress-related disease development: Timing and context are crucial. Frontiers in Neuroendocrinology, 69. https://doi.org/10.1016/j.yfrne.2023.101065
Mauer, R. (2005). Kaizen, the Japanese philosophy of continuous improvement, to overcome personal inertia. Klan Publication.
Mykletun, R. J., & Mykletun, A. (1999). Comprehensive schoolteachers at risk of early exit from work. Experimental Aging Research, 25(4), 359–365.
Özdemir, B. (2020). Effects of mindfulness-based stress reduction (MBSR) program on cognitive and emotional process: Changes in mindfulness, affect and perceived stress [Master’s thesis, Ufuk University]. Social Sciences Institute.
Özer, İ. (2001). The relationship between coping strategies and self-image of teenagers on their stress lives [Master’s thesis, Çukurova University]. Social Sciences Institute.
Özgül, O. (2023). Determining university students’ career distress: A qualitative study. Anadolu University Journal of Social Sciences, 23(3), 1049–1070.
Özkan, Ö. (2023). The effect of future anxiety and perceived social support on depression in young adults [Master’s thesis, Üsküdar University]. Social Sciences Institute.
Pfeffer, J. (1997). New directions for organization theory. Oxford University Press.
Roberts, A. G., & Lopez-Duran, N. L. (2019). Developmental influences on stress response systems: Implications for psychopathology vulnerability in adolescence. Comprehensive Psychiatry, 88, 9–21.
Rumelt, R. P. (1995). Inertia and transformation. In C. A. (Ed.), Resources in an evolutionary perspective: Toward a synthesis of evolutionary and resource-based approaches to strategy (pp. 101–132). Kluwer Academic Publishers.
Şanlı, K., Kula, K., & Saraç, T. (2016). The future anxiety of the university student. Journal of Mustafa Kemal University Social Sciences Institute, 13(33), 227–242.
Sekman, M. (2009). Overcoming personal inertia. Alfa Publication.
Sekman, M. (2019). Everything starts with you. Alfa Publication.
Sekman, M., & Utku, A. (2017). Agile companies: Overcoming corporate inertia. Alfa Publication.
Shimizu, K., & Hitt, M. A. (2005). What constrains or facilitates divestitures of formerly acquired firms? The effects of organizational inertia. Journal of Management, 31(1), 50–72.
Soysal, A. (2010). Inertia: An analysis at the personal and organizational levels for effective management. Cement Employers’ Journal, 24(3), 16–26.
Türk, A., Öztürk, M., & Bilican Gökkaya, V. (2020). Examining the relationship between depression, anxiety, stress, and future anxiety using canonical correlation analysis. Kıbrıs (Cyprus) Turkish Journal of Psychiatry & Psychology, 4(3), 262–270.
Türkmenoğlu, G. K. (2023). Validity and reliability study of inertia scale. Western Anatolia Journal of Educational Sciences, 14(2), 1325–1344.
Uyanık, H. B. (2023). Evaluation of the relationship between worrying about current economic situation, future anxiety, anxiety and depression in university students living in metropolitan areas [Master’s thesis, Antalya Bilim University]. Graduate Education Institute.
Van der Steen, M. (2009). Inertia and management accounting change. Accounting, Auditing & Accountability Journal, 22(5), 736–761.
Zaleski, Z. (1996). Future anxiety: Concept, measurement, and preliminary research. Personality and Individual Differences, 21(2), 165–174.
Zander, U., & Kogut, B. (1995). Knowledge and the speed of the transfer and imitation of organizational capabilities: An empirical test. Organization Science, 6(1), 76–92. https://doi.org/10.1287/orsc.6.1.76
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Revista on line de Política e Gestão Educacional

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.


