Relations between university teachers' teaching‐related coping strategies and well‐being over time: A cross‐lagged panel analysis

The findings provide directions for further developing supportive measures for promoting well-being in university teaching staff by highlighting the relevance of different coping strategies as causes and consequences thereof. Task-oriented coping may be particularly adaptive for well-being: at the same time, interventions aiming to promote well-being may also facilitate task-oriented coping behaviours.