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<p>Doctoral students often navigate unique academic and professional challenges, requiring a balance between individual autonomy and group collaboration. Through the lens of Job Demands-Resources theory, this study examines how the collaborative managing-up atmosphere among doctoral students impacts their individual work engagement, as well as how this effect is mediated by harmonious and obsessive work passions within their research groups. A questionnaire survey was administered to 355 doctoral students from 10 universities in China, and the data were analysed using hierarchical linear modelling. The findings reveal that a collaborative managing-up atmosphere positively affects individual work engagement as job resources and that this relationship is mediated by both types of passion as further resources. By extending the Job Demand-Resources theory to higher education, the study underscores the significance of emotional dynamics in shaping professional behaviours within academic contexts, an area that remains underexplored. It concludes by proposing practical implications for doctoral training, such as implementing managing up training programmes and peer mentoring systems to ensure sustainable academic engagement among these students.</p>

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Igniting doctoral students’ work engagement: the roles of managing up atmosphere and work passion within their research groups from a job demands-resources perspective

  • 期刊论文

  • 发表日期：

    2025年6月21日

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  • Mingyu Li,
  • Yutong Liu,
  • Entao Ma,
  • Xin Zhang

摘要

Doctoral students often navigate unique academic and professional challenges, requiring a balance between individual autonomy and group collaboration. Through the lens of Job Demands-Resources theory, this study examines how the collaborative managing-up atmosphere among doctoral students impacts their individual work engagement, as well as how this effect is mediated by harmonious and obsessive work passions within their research groups. A questionnaire survey was administered to 355 doctoral students from 10 universities in China, and the data were analysed using hierarchical linear modelling. The findings reveal that a collaborative managing-up atmosphere positively affects individual work engagement as job resources and that this relationship is mediated by both types of passion as further resources. By extending the Job Demand-Resources theory to higher education, the study underscores the significance of emotional dynamics in shaping professional behaviours within academic contexts, an area that remains underexplored. It concludes by proposing practical implications for doctoral training, such as implementing managing up training programmes and peer mentoring systems to ensure sustainable academic engagement among these students.