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Abstract
Workplace stress is a pervasive issue that diminishes employee productivity, well-being, and retention across industries. This systematic review explores the effectiveness of stress management interventions in enhancing employee performance, synthesizing findings from studies published between 2013 and 2023. Employing the PRISMA guidelines, a rigorous selection process identified key interventions: mindfulness practices, cognitive-behavioral therapy (CBT), physical activity programs, and employee assistance programs (EAPs). The review reveals that mindfulness-based interventions and CBT stand out for their substantial impact on reducing psychological stress and enhancing focus, resilience, and job satisfaction. Physical activity programs yield moderate benefits, mainly contributing to physical well-being and indirectly influencing productivity, while EAPs offer valuable support for employees facing acute stressors but vary in efficacy depending on participation levels. Performance metrics analyzed include productivity, job satisfaction, absenteeism, retention, decision-making, and teamwork. Mindfulness and CBT particularly improve cognitive performance, attention, and interpersonal interactions, contributing to overall workplace harmony and efficiency. However, implementation challenges persist, including high costs, variable employee engagement, and sustaining long-term adherence, particularly in small to medium-sized enterprises. This review underscores the critical role of organizational support and culture in promoting effective stress management and maintaining engagement. The findings offer actionable insights for HR professionals and organizational leaders, advocating for a tailored approach to intervention selection and integration into workplace culture. Future research should focus on longitudinal studies to evaluate the enduring impacts of stress management programs and explore hybrid approaches that combine mental and physical wellness strategies. This comprehensive review highlights the importance of prioritizing stress management as a strategic tool for enhancing employee performance, ultimately fostering healthier, more resilient workplaces.
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References
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References
Abdelhamid, M., Azouaou, F., & Batata, S. (2022). A survey of plagiarism detection systems: Case of use with English, French, and Arabic languages. arXiv preprint arXiv:2201.03423. Retrieved from https://arxiv.org/abs/2201.03423
Acar, S., Branch, M. J., Burnett, C., & Cabra, J. F. (2021). Assessing the universality of the zero originality lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An examination with African American college students. Gifted Child Quarterly, 65(4), 354-369. https://doi.org/10.1177/0016986220958666
AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60-68. https://doi.org/10.56006/jait.v3i2.27
AL-Jibory, F. K. (2021). Hybrid system for plagiarism detection on a scientific paper. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(13), 5707-5719. https://doi.org/10.17762/turcomat.v12i13.5719
Amigud, A., & Pell, D. J. (2021). When academic integrity rules should not apply: A survey of academic staff. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.1917029
Azeez, P. Z. (2020). Investigating editing and proofreading strategies used by Koya University lecturers. Journal of Garmian University. Retrieved from https://www.researchgate.net
Bakhtev, O., Chekhovich, Y., Grabovoy, A., Gorbachev, G., Gorlenko, T., Grashchenkov, K., ... & Sakharova, A. (2023, January). Cross-language plagiarism detection: A case study of European languages academic works. In Academic Integrity: Broadening Practices, Technologies, and the Role of Students (pp. 143-161). Cham: Springer International Publishing.
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom.
Bielska, B., & Rutkowski, M. (2022). “There must be someone's name under every bit of text, even if it is unimportant or incorrect”: Plagiarism as a learning strategy. Journal of Academic Ethics. https://doi.org/10.1007/s10805-021-09420-4
Blau, I., Goldberg, S., Friedman, A., & Eshet-Alkalai, Y. (2021). Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives? Journal of Computing in Higher Education, 33, 157-187. https://doi.org/10.1007/s12528-021-09267-w
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). Does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education. Retrieved from https://openu.ac.il
Calma, A., Cotronei-Baird, V., & Chia, A. (2022). Grammarly: An instructional intervention for writing enhancement in management education. The International Journal of Management Education, 20(3), 100704. https://doi.org/10.1016/j.ijme.2022.100704
Campbell, C. (2021). Educational equity in Canada: The case of Ontario's strategies and actions to advance excellence and equity for students. School Leadership & Management. https://doi.org/10.1080/13632434.2021.1930519
Chen, Y. C., & Qiao, X. (2020). Using students' epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education. Retrieved from https://www.researchgate.net
Christensen Hughes, J., & Eaton, S. E. (2022). Student integrity violations in the academy: More than a decade of growing complexity and concern. In Academic Integrity in Canada: An Enduring and Essential Challenge (pp. 61-79). Retrieved from https://oapen.org