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All Journal International Journal of Educatio Elementaria and Psychologia
Rudy Sokabla
Politeknik Angkatan Laut
Education Other

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BUFFERING THE BURDEN OF PROFESSIONAL ADVANCEMENT: THE MODERATING ROLE OF MULTIDIMENSIONAL SOCIAL SUPPORT ON STRESS AMONG CAREER PERSONNEL IN ADVANCED TRAINING PROGRAMS Jaka Yulana Sani Saputra; Rudy Sokabla; Moh. Jakfar Rosi K
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i4.4350

Abstract

Advanced professional training can strengthen career mobility and organizational capacity, yet the accumulation of workload, performance expectations, and competing roles may intensify psychological stress among career personnel. This study examines whether multidimensional social support moderates the relationship between professional advancement demands and perceived stress. A quantitative cross-sectional explanatory design was employed with 312 career personnel enrolled in advanced training programs. Data were collected using validated measures of professional advancement demands, perceived stress, and emotional, instrumental, informational, and appraisal support, then analyzed through hierarchical regression, interaction testing, bootstrapped moderation analysis, and simple-slope estimation. The findings show that professional advancement demands significantly predicted higher stress, while all support dimensions were negatively associated with stress. Emotional, instrumental, and appraisal support significantly weakened the relationship between advancement demands and stress, whereas informational support showed a direct protective effect without significant moderation. Instrumental support produced the strongest buffering effect, indicating the importance of practical assistance, workload adjustment, and schedule flexibility. The study concludes that stress during professional advancement is shaped not only by demand intensity but also by the configuration of available social resources, underscoring the need for training systems that integrate psychological, interpersonal, and organizational support to sustain learning, well-being, and long-term career development.
Co-Authors Jaka Yulana Sani Saputra Moh. Jakfar Rosi K