Teachers' feeling of belonging, exhaustion, and job satisfaction: the role of school goal structure and value consonance

In their daily teaching and classroom management, teachers inevitably communicate and represent values. The purpose of this study was to explore relations between teachers' perception of school level values represented by the goal structure of the school and value consonance (the degree to which they felt that they shared the prevailing norms and values at the school), teachers' feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. The participants were 231 Norwegian teachers in elementary school and middle school. Data were analyzed by means of structural equation modeling (SEM). Teachers' perception of mastery goal structure was strongly and positively related to value consonance and negatively related to emotional exhaustion, whereas performance goal structure, in the SEM model, was not significantly related to these constructs. Furthermore, value consonance was positively related to teachers' feeling of belonging and job satisfaction, whereas emotional exhaustion was negatively associated with job satisfaction. Job satisfaction was the strongest predictor of motivation to leave the teaching profession. A practical implication of the study is that educational goals and values should be explicitly discussed and clarified, both by education authorities and at the school level.     

Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning: a multidimensional analysis of university students

We investigated the interrelations between dimensions of perfectionism and measures of academic motivation and learning strategies in university students. When partial correlation analysis was employed to examine the unique relation between specific perfectionism subscales and motivation/learning scales, self-oriented perfectionism was significantly related to students’ motivation and learning strategies in positive, adaptive ways whereas socially prescribed perfectionism was related in negative, maladaptive ways. Self-oriented perfectionists were motivated primarily by extrinsic compensation for their academic work whereas socially prescribed perfectionists were more motivated by recognition from others. Self-oriented perfectionism was significantly positively associated with self-efficacy for learning and performance, adaptive metacognitive and cognitive learning strategies, and effective resource management. Socially prescribed perfectionism was associated negatively with these measures. In addition, self-oriented perfectionism was associated positively with intrinsic goal orientation for a specific course, task value, and critical thinking whereas socially prescribed perfectionism was associated with test anxiety and a decreased likelihood of help-seeking. The theoretical importance of these findings and the implications for devising strategic counseling interventions are discussed.     

Emotional exhaustion and job performance: the mediating role of motivation

The literature concerning the relationship between emotional exhaustion and performance led researchers to raise questions about the extent to which the variables are related. In 2 time-lagged samples, the authors found that motivation mediates the emotional exhaustion-job performance relationship. Moreover, the authors found that participants appear to target their investment of resources in response to emotional exhaustion to develop social support through social exchange; specifically, emotional exhaustion was associated with communion striving resources that were manifest in the form of organizational citizenship behaviors targeted at individuals. Implications of this relationship for theories of burnout and for management practice are discussed.     

Helping Others Helps? A Self-Determination Theory Approach on Work Climate and Wellbeing among Volunteers

Participation in voluntary work is not sufficient to facilitate one’s psychological wellbeing and the motivation underlying this helping behavior may matter. Grounded in self-determination theory, this survey research examined the relationships among a supportive work climate, autonomous/controlled motivation, and subjective wellbeing (i.e., emotional exhaustion and life satisfaction). Volunteers (n = 2022) answered a survey form measuring the related study variables. The results of structural equation modeling indicated that a supportive work climate positively and negatively predicted autonomous and controlled motivation, respectively. Autonomous motivation was a negative predictor of emotional exhaustion and a positive predictor of life satisfaction, whereas controlled motivation positively predicted emotional exhaustion and negatively predicted life satisfaction. A supportive work climate had an indirect effect on emotional exhaustion and life satisfaction via autonomous/controlled motivation. These findings suggest that only when volunteers are motivated by autonomous forms of motivation will their subjective wellbeing be enhanced.

     

Goal orientations and the seeking of different types of feedback information

Based on the goal orientation model of feedback‐seeking behaviour, goal orientations are proposed to influence employees in the type of information they seek from knowledgeable others in the work environment. As hypothesized, a survey conducted among 170 medical residents of a Dutch university hospital showed that a learning‐approach goal orientation had a positive relationship with the seeking of self‐improvement information and a negative relationship with the seeking of self‐validation information. In contrast, a performance‐approach goal orientation was negatively related to the seeking of self‐improvement information, while a performance‐avoidance goal orientation was positively related to the seeking of self‐validation information. Unexpectedly, a performance‐avoidance goal orientation was also found to be positively related to the seeking of self‐improvement information.     

The Chronotype-Academic Performance Model (CAM): Daytime sleepiness and learning motivation link chronotype and school performance in adolescents

Many adolescents experience a discrepancy between their biological time, which is shifted toward eveningness, and early school starting times. Due to this social jetlag, eveningness is negatively correlated with school performance. On the basis of the here presented data, we derived a model for the association of chronotype and school performance, the Chronotype-Academic Performance Model (CAM), including daytime sleepiness and achievement motivation as mediating factors. The sample comprised N = 273 adolescents aged 14–16 years. Circadian preference, daytime sleepiness, learning and achievement motivation, and information about participants’ last school certificate were assessed online. Chronotype was not directly related to academic performance, but was mediated by daytime sleepiness and learning motivation. Morning-orientation was negatively associated with daytime sleepiness and positively with learning motivation, which, in turn, affected performance. In evening-types, we found the strongest association between sleepiness and refusal to work. The CAM suggests that chronotype may not directly influence academic performance, but be mediated by daytime sleepiness and learning motivation. Evening types seem to be at high risk to suffer from daytime sleepiness and to display dysfunctional attitudes toward work. Measures of reducing sleepiness and modifying attitudes toward academic achievement might attenuate the disadvantages of evening-types due to social jetlag.     

教师工作满意感与工作绩效:职业倦怠的中介效用

本研究通过考察398名幼儿园和小学教师的工作满意感、职业倦怠和工作绩效状况,采用纵向研究方法,借助于结构方程模型建构,以揭示其工作满意感、职业倦怠与工作绩效三者之间的关系。结果表明,(1)工作满意感对工作绩效存在显著的影响;(2)工作满意感通过职业倦怠中情感耗竭维度的中介作用影响教师的工作绩效;(3)职业倦怠中人格解体维度和成就感低落维度对工作绩效没有显著影响。     

Associations among Challenge Stress,Hindrance Stress,and Employees' Innovative Work Behavior: Mediation Effects of Thriving at Work and Emotional Exhaustion

Employees' innovative work behavior (IWB) is one of the key factors in improving organizational competitiveness. Previous studies show that challenge and hindrance stress can impact employees' IWB, but our understanding of the exact mechanism underlying the impact is still limited. The present study employed four scales (Challenge and Hindrance Stress Scale, Thriving at Work Scale, Chinese Emotional Exhaustion Scale, and Employee Innovative Behavior Scale) to collect questionnaire data from 789 employees in diverse organizations via an online platform. A two-path mediation model was constructed. The results show that: (a) challenge stress positively predicted thriving at work and IWB; (b) thriving at work played a partial mediation effect between challenge stress and IWB; (c) hindrance stress negatively predicted thriving at work and positively predicted emotional exhaustion; and (4) hindrance stress did not directly impact IWB while thriving at work and emotional exhaustion were main mediators in the relationship between hindrance stress and IWB. These findings suggest that employees should sensibly cope with different work stresses, while managers should plan work tasks scientifically and give employees adequate opportunities to learn and rest in order to keep them in a positive state to solve problems and work creatively.     

Achievement motivation and academic performance among Turkish early and young adolescents in The Netherlands

The authors conducted 3 studies in which Turkish and other adolescents in the Netherlands completed questionnaires that addressed the importance of collectivist cultural values for achievement motivation and educational outcomes. Compared with other minority group students and Dutch students, the Turkish students had stronger family-oriented achievement motivation. In addition, only among the Turks was ethnic identification positively related to family motivation. Furthermore, there were no differences in individual achievement motivation between the Turks and Dutch, and only among the former group was a combination of family motivation and individual motivation found. Also, for the Turks, family motivation was positively related to task-goal orientation, which mediated the relationship between family motivation and academic performance. Individual motivation was an independent predictor of performance. For the other ethnic minority groups and the Dutch, family motivation was not related to task-goal orientation and performance. In addition, for these groups, task-goal orientation mediated the relationship between individual achievement motivation and performance.     

Goal orientation and ability: interactive effects on self-efficacy,performance, and knowledge

This study examined the direct relationship of goal orientation--and the interaction of goal orientation and cognitive ability--with self-efficacy, performance, and knowledge in a learning context. The authors argue that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Consistent with previous research, learning orientation was positively related to self-efficacy, performance, and knowledge, whereas performance orientation was negatively related to performance only. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high-ability individuals but had no effect for low-ability individuals. In contrast, the effects of performance orientation were contingent on both individuals' level of cognitive ability and the outcome examined.     

The effects of different learning environments on students’ motivation for learning and their achievement

Background. Research in higher education on the effects of student‐centred versus lecture‐based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self‐determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. Aim. The purpose of the study is to investigate the effects of different learning environments on students’ motivation for learning and achievement, while taking into account the perceived need support. Sample. First‐year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case‐based assessment were administered. Method. A quasi‐experimental pre‐test/post‐test design was set up consisting of four learning environments: (1) lectures, (2) case‐based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Results. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture‐based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. Conclusions. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students’ motivation.     

The relationship between nonverbal immediacy, student motivation, and perceived cognitive learning among Japanese college students

Research in the United States has found a strong and consistent relationship between teacher behavior and learning. Data collected from American college students indicate that perceptions of teacher nonverbal immediacy (NVI) are associated with students' feelings toward learning and perceptions of cognitive learning. The purposes of this study were to accomplish the following: (1) develop standardized Japanese versions of the instruments used to measure teacher nonverbal immediacy, student motivation, and perceived cognitive learning (how much students think they have learned); and (2) assess the relationship between NVI, student motivation, and perceptions of cognitive learning among Japanese college students. Results note that Japanese students report (1) a positive relationship between reported levels of teacher NVI and student motivation; (2) a negative relationship between reported levels of teacher NVI and perceived learning loss; and (3) a negative relationship between student motivation (SM) and perceived learning loss (how much students think they did not learn with their teacher compared to an ideal teacher). Further, cross-cultural comparisons between Japanese and American students were conducted. Results from the cross-cultural comparison suggest that the relationships between reported teacher nonverbal immediacy, student motivation, and learning loss among Japanese college students are similar to those found among American college students, but the dimensional structure of the questionnaires was different.     

Type-A Behavior, Job Performance, and Well-Being in College Teachers

This study examined the relationship between Type-A behavior and job performance, and employee well-being among college teachers in Canada. Well-being was operationalized in terms of burnout, social support, work satisfaction, and turnover motivation. Data were collected by means of a structured questionnaire from 420 college teachers. Pearson correlation and moderated multiple regressions were used to analyze the data. Global Type-A behavior was not related to 3 measures of job performance: teaching hours, number of course preparations per semester and number of students. However, global Type-A behavior correlated positively with burnout and turnover motivation and negatively with perceived social support and work satisfaction. Two components of Type-A behavior (time pressure and hard driving/competitiveness) exhibited the same pattern of relationship with job performance and well-being variables as was found with the global measure of Type-A behavior. Moderated multiple regression did not support the role of gender as a moderator of Type-A behavior and job performance and well-being variables.     

Burnout,Secondary Traumatic Stress,and Social Support

The current study examines the extent to which selected work-related variables differentially predict burnout and secondary traumatic stress (STS) and the degree to which social support mitigates both of these occupational stress syndromes. Multiple regression performed on responses from 331 professional chaplains found that: (1) the number of years worked in the same employment position was positively associated with burnout but not STS; (2) STS, but not burnout, was positively associated with the number of hours spent per week counseling patients who had had a traumatic experience; and (3) social support was negatively related to burnout and STS. Only specific sources of social support (supervisory support and family support), however, were negatively associated with burnout. Results highlight the need for counselors to be attuned to not only their clients but also to their own inner dynamics in order to mitigate the possible deleterious effects of their work.     

Mindfulness,resilience, emotional exhaustion,and turnover intention in secondary physical education teaching

IntroductionResults from the broader psychology literature indicate that mindfulness may be a highly valuable personal resource. However, the construct has enjoyed far less attention in the field of school psychology, specifically within the context of physical education. The stressful nature of physical educators’ work warrants inquiry focused on the interplay between the psychologically supportive constructs of mindfulness and resilience and the psychologically depletive constructs of emotional exhaustion on turnover intention.ObjectiveThis study examined the relationships between secondary physical educators’ trait mindfulness, resilience, emotional exhaustion, and turnover intention.MethodA total of 246 physical educators across the United States completed an online questionnaire measuring trait mindfulness, resilience, emotional exhaustion, and turnover intention. Data were analyzed by confirmatory factor analysis and structural equation modeling.ResultsAfter verifying the factor structure, results of structural equation modeling indicated that trait mindfulness was positively associated with resilience, and negatively associated with emotional exhaustion and turnover intention. Resilience was negatively associated with emotional exhaustion, which in turn was positively associated with turnover intention. Resilience partially mediated the trait mindfulness-emotional exhaustion relationship while emotional exhaustion fully mediated the resilience-turnover intention relationship.ConclusionGiven their ability to impact students’ experiences in physical education through the class culture they create, it is crucial that physical educators feel as though they can manage the emotional demands of their work. This study highlights the importance of trait mindfulness and resilience in efforts of enhancing physical educators’ wellbeing and job-related attitudes.     

Self-Efficacy and Political Skill as Comparative Predictors of Task and Contextual Performance: A Two-Study Constructive Replication

This study examined how competition within teams influences which type of achievement goals employees adopt. We studied how dispositional learning-goal and performance-goal orientation interact with team-level competition and predict whether team members adopt state learning or performance achievement goals. State achievement goals, in turn, were proximal antecedents of two outcome measures: job-related self-efficacy and supervisory ratings of job performance. The participants were 502 employees and 55 supervisors. Results confirmed that competition was positively associated with state performance goals. Trait performance-goal orientation influenced whether competition was negatively associated with state learning goals. In highly competitive teams, trait performance-goal orientation was negatively related to state learning goals, whereas in less competitive teams, a performance-goal orientation was positively related to state learning goals.     

Dual-career planning,marital satisfaction and job stress among women in dual-career marriages

This study examined the structural relationship between dual-career planning, spouse support, problem-solving effectiveness, interrole conflict, marital satisfaction, and job stress among married female professionals. Dual-career planning and spouse support were found to be negatively associated with interrole conflict and positively associated with problem-solving effectiveness in the marriage. Interrole conflict was found to be positively associated with job stress and negatively asociated with marital satisfaction.     

Burnout and Leisure

The purpose of this study is to determine whether leisure behavior, leisure satisfaction, leisure attitude, and self-determination are associated with decreased burnout. A systematic stratified random sample of 438 clergy (55% return rate) was used to collect the data. In path analysis, results indicate that leisure behavior and leisure satisfaction had an inverse effect on all 3 components of burnout, while leisure attitude had no effect. Self-determination predisposition contributed inversely to 2 components of burnout. Similarly, age and years in ministry had a direct, inverse relationship with the emotional exhaustion and depersonalization dimensions of burnout. Number of years employed with the present church was also negatively related to emotional exhaustion. All 3 variables (age, years in ministry, and years with the present church) were positively associated with leisure behavior. Theoretical and practical implications of these findings are discussed.     

Individual Differences in Emotion Regulation,Emotional Experiences at Work,and Work‐related Outcomes: A Two‐Study Investigation

The relationships among individual differences in emotion regulation (i.e., habitual tendencies to use reappraisal vs. suppression), employee emotions at work, and job performance and satisfaction were examined with 2 samples. Results indicated that reappraisal was positively associated with positive emotions and negatively associated with negative emotions. However, different from prior research, no emotional correlates were found for suppression. Further, it was found that job satisfaction was positively associated with positive emotions and negatively associated with negative emotions. Self‐rating of job performance was positively related to positive emotions, but was not significantly related to negative emotions.     

Resources, coping strategies, and emotional exhaustion: A conservation of resources perspective

This study employed conservation of resources (CORs) theory to propose and test relationships between resources possessed by employees, their coping strategies, and emotional exhaustion. The participants consisted of 600 full-time government employees. An OLS regression showed that, in general and consistent with COR theory, resource levels were positively associated with the use of active coping strategies (i.e., positive orientation, working harder, and seeking advice and assistance) and negatively associated with avoidance. With the exception of task complexity, resources were associated with lower levels of emotional exhaustion. Although a positive orientation was negatively associated with emotional exhaustion, another active coping strategy, namely, working harder, was positively associated with emotional exhaustion. We discuss the several complexities predicted and found, and how COR may be used elaborate the exhaustion model.