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Abstract：
Prolonging working hours and presenteeism have been conceptualized as self-endangering coping behaviors in employees, which are related to health impairment. Drawing upon the self-regulation of behavior model, the goal achievement process, and Warr\'s vitamin model, we examined the antecedents and moderation effects regarding quantitative demands, autonomy, emotion regulation, and self-motivation competence of university students\' self-endangering coping behaviors (showing prolonging working hours and presenteeism). Results from a cross-sectional survey of 3,546 German university students indicate that quantitative demands are positively related and autonomy has a u-shape connection with self-endangering coping. Emotion regulation was shown to be a protective factor for prolonging working hours. Moreover, self-motivation moderated the relationship between quantitative demands and prolonging of working hours, but not in the assumed direction. Self-motivation showed a systematic positive relationship with prolonging of working hours, but no relationship with presenteeism. Autonomy moderated the relationship of quantitative demands with both self-endangering behaviors. We found no moderating effects for emotion regulation of quantitative demands or autonomy and self-endangering behaviors. Besides further practical implications, the results suggest that lecturers should design their courses accordingly with less time pressure and university students should be trained in the use of autonomy.
摘要：
延长工作时间和出勤主义已被概念化为员工的自我危害应对行为，这与健康损害有关。借鉴行为模型的自我调节，目标实现过程，和Warr的维生素模型,我们研究了数量需求的前因和调节作用，自主性,情绪调节,大学生自我威胁应对行为的自我激励能力(表现出工作时间延长和出勤)。对3,546名德国大学生进行的横断面调查结果表明，定量需求是正相关的，而自主性与自我威胁应对具有u形联系。情绪调节被证明是延长工作时间的保护因素。此外，自我激励调节了数量需求与延长工作时间之间的关系，但不是在假定的方向。自我激励与延长工作时间呈系统的正相关,但与presenteism没有关系。自主性调节了定量需求与两种自我危害行为的关系。我们发现对定量需求或自主性和自我危害行为的情绪调节没有调节作用。除了进一步的实际影响，结果表明，讲师应在较小的时间压力下相应地设计课程，并应培训大学生使用自主性。
