Abstract：
Stress can be a double-edged sword. Given the intricacy of the innovation process, the link between job stress and individual innovation behavior remains uncertain. To clarify the relationship between challenge stressors and the innovative behavior of higher education teachers, this study was based on the conservation of resources (COR) theory and adopted the structural equation modeling method to explore the impact of challenge stressors on the innovative behavior of higher education teachers and reveal its influencing mechanism and boundary conditions. By analyzing the data from 208 questionnaires of higher education teachers, the findings reveal that challenge stressors positively influence innovative behavior, with task crafting serving as a critical bridge. Additionally, a favorable employment relationship climate enhances the positive impact of challenge stressors. Gender dynamics are also explored, adding nuance to the understanding of this relationship. These results shed light on the inherent mechanisms governing the relationship between challenge stressors and innovative behavior among higher education teachers, and underscore the significance of task crafting. In addition, the discoveries provided fresh insights and ideas for investigating how organizational climate affects individual innovative behavior.
摘要：
压力可能是一把双刃剑。鉴于创新过程的复杂性，工作压力和个人创新行为之间的联系仍然不确定。阐明挑战压力源与高校教师创新行为的关系,本研究以资源节约(COR)理论为基础,采用结构方程模型方法,探讨挑战压力源对高校教师创新行为的影响,揭示其影响机制和边界条件。通过对208份高等教育教师调查问卷的数据分析,研究结果表明，挑战压力源对创新行为有积极影响，任务制作作为一个关键的桥梁。此外,良好的雇佣关系环境增强了挑战性压力源的积极影响。还探讨了性别动态，增加了对这种关系的理解的细微差别。这些结果揭示了高等教育教师挑战压力源与创新行为之间关系的内在机制，强调任务制定的重要性。此外,这些发现为研究组织氛围如何影响个人创新行为提供了新的见解和思路。
