The double-eged sword effect of perceived overqualification on task performance

Based on the double-process model of emotional cognition, combined with affective event theory and social processing theory, we explore the dual-path mechanism of preschool teachers' perceived overqualification affecting their task performance. Through a questionnaire survey of 87 teacher team leaders and 357 teachers at three time points, the results of multi-level path analysis show that: (1) perceived overqualification has a negative effect on task performance through the mediating effect of anger; perceived overqualification has a positive effect on task performance through the mediating effect of role breadth self-efficacy; (2) Job insecurity climate plays a moderating effect between the two approaches. Job insecurity climate can not only regulate the effects of perceived overqualifications on anger and role breadth self-efficacy, but also regulate the mediating effects of anger and role breadth self-efficacy between perceived overqualifications and task performance.