Resource capabilities of self-organizational competence and pleasure from work in overcoming fatigue in the professional activity of a higher education teacher

<jats:p>&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; This study examines the interactions between self-organizational competence, work-related experiences, and fatigue as an unfavorable mental state associated with work performance. The theoretical basis for the study is an understanding of self-organization within the framework of activity theory, the substantiation of fatigue as an unfavorable mental state, and flow theory. &lt;strong&gt;Objective&lt;/strong&gt;: to study the interactions between self-organizational competence, fatigue, and optimal work-related experiences. &lt;strong&gt;Hypothesis.&lt;/strong&gt; Systemic resource formations that perform a regulatory function in a teacher's professional activity include competence-based, psychoenergetic, and emotional components. &lt;strong&gt;Methods and materials.&lt;/strong&gt; The study involved 120 teachers from higher education institutions of the Ministry of Internal Affairs of Russia. Self-assessment diagnostic methods were used to identify the severity of self-organizational competence, indicators of work-related experiences, and a subjective assessment of fatigue. &lt;strong&gt;Results.&lt;/strong&gt; Linear regression analysis yielded four models that met all acceptability requirements. The models reflect a developed system of relationships in which pleasure is the central link, self-organization is the basic regulatory resource, meaning is a secondary, derivative component, and subjective fatigue assessment acts as a psychoenergetic indicator of stress, reducing the severity of the other indicators. &lt;strong&gt;Conclusions.&lt;/strong&gt; It was revealed that work enjoyment is the key resource associated with fatigue reduction. Self-organizational competence primarily serves as a resource and support function. The meaningfulness of professional activity is largely derivative and is formed on the basis of a positive emotional-evaluative attitude toward work.&lt;/p&gt;</jats:p>