Data Set on Role Demand Management among Academic Staff in Selected Nigerian University: The Eustress Perspective.

This article contains the Data compilation for the development of indicators of eustress and cognitive appraisal strategy that enhances academic staff performance. The data collected from the questionnaires administered to respondents were analysed and presented as follows. Table 1 the response rate from the questionnaire administered to the target respondents for the study, Table 2 indicates the breakdown of returned questionnaire. Table 3 depicted that all the constructs of the work routine management and Academic advising in the selected Nigerian universities have values higher than 0.80 and 0.70, which means that they have composite internal consistency and Cronbach Alpha reliability respectively, Figure 1 and Figures 2 respectively, depicted bootstrapping for work routine management and academic advising of universities was presented. Figure 3 predicted that work routine management which comprised role identification, scheduling, documentation, prioritization, mindfulness and relaxation/exercise significantly and positively influence academic advising in the selected Nigerian universities. Table 4 indicated the path coefficient and bootstrapping of all constructs and significant relationships in the analysis at .05. Table 5. This shows the regression analysis establishing how an independent variable causes the dependent variable to change, and the results of the analysis are expected to change if independent and dependent variables are swapped. Table 6 shows that the RMSR of this model is 0.073, which is lesser than 0.08. This suggests that the RMSR for this model has a good fit本文包含用于构建提升高校教职员工绩效的良性压力（eustress）与认知评价策略指标的数据汇编。本次研究通过面向受访对象发放问卷收集所得数据，经分析后整理如下：表1展示了本研究面向目标受访对象发放问卷的回收率；表2则列明了回收问卷的具体分布情况。表3显示，本次调研选取的尼日利亚高校中，工作流程管理与学业辅导的所有构念得分分别高于0.80与0.70，表明二者分别具备良好的组合内部一致性与克朗巴哈α（Cronbach Alpha）信度。图1与图2则分别呈现了高校工作流程管理与学业辅导的自举法（bootstrapping）检验结果。图3证实，包含角色识别、日程规划、文档记录、优先级排序、正念觉察及放松/运动在内的工作流程管理，对尼日利亚选取高校的学业辅导具有显著正向影响。表4列明了本次分析中所有构念与显著关联的路径系数及自举法检验结果，显著性水平设定为0.05。表5展示了回归分析结果，用于阐释自变量如何引发因变量发生变化；若交换自变量与因变量的位置，分析结果或将发生改变。表6显示，本模型的均方根残差（RMSR）为0.073，低于0.08的阈值，表明该模型具备良好的拟合度。