Social Job Resources as Sources of Meaningfulness and its Effects on Nurses’ Vigor and Emotional Exhaustion: A Cross-Sectional Study Among Spanish Nurses

This study investigates the mediating role of psychological meaningfulness among social job resources (i.e., coworkers and supervisor support), vigor, and emotional exhaustion in a nursing context. In spite of progress in understanding which organizational influence affects nurses’ vigor and emotional exhaustion, the psychological mechanisms assumed to underlie the associations have not been fully explored. The sample for this study consisted of 171 nurses from Spanish hospitals (54.4 %) and Primary Care Centers (45.6 %). The mediation model was tested using the bootstrapping procedure. Our findings confirmed that psychological meaningfulness fully mediates the impact of social job resources on vigor at work. Moreover, psychological meaningfulness partially mediated the impact of social job resources on emotional exhaustion. Results suggest that meaningfulness plays an important role in the connection between job resources, vigor, and emotional exhaustion. The findings contribute to our understanding of the psychological processes that can explain how job resources contribute to the energetic aspect of burnout and engagement among nurses. Providing nurses with more social job resources, such as coworker and supervisor support, could activate their levels of personal meaningfulness and thus enhance their levels of well-being at work.     

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual‐focused OCB (OCBI – student‐directed behaviour) and two dimensions of organization‐focused OCB (OCBO – civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi‐level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student–teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.     

Psychosocial safety climate as a precursor to conducive work environments,psychological health problems,and employee engagement

We constructed a model of workplace psychosocial safety climate (PSC) to explain the origins of job demands and resources, worker psychological health, and employee engagement. PSC refers to policies, practices, and procedures for the protection of worker psychological health and safety. Using the job demands–resources framework, we hypothesized that PSC as an upstream organizational resource influenced largely by senior management, would precede the work context (i.e., job demands and resources) and would in turn predict psychological health and work engagement via mediation and moderation pathways. We operationalized PSC at the school level and tested meso‐mediational models using two‐level (longitudinal) hierarchical linear modelling in a sample of Australian education workers (N = 209–288). Data were repeated measures separated by 12 months, nested within 18 schools. PSC predicted change in individual psychological health problems (psychological distress, emotional exhaustion) through its relationship with individual job demands (work pressure and emotional demands). PSC moderated the relationship between emotional demands and emotional exhaustion. PSC predicted change in employee engagement, through its relationship with skill discretion. The results show that the PSC construct is a key upstream component of work stress theory and a logical intervention site for work stress intervention.     

The role of psychological detachment in burnout and depression: A longitudinal study of Malaysian workers

The current study aimed to examine the role of psychological detachment in the relationship between working conditions and burnout and depression. First, the study proposed that job demands would increase burnout after four months but not depression. Second, it proposed that psychological detachment would moderate the impact of job demands and job resources on burnout and depression. Third, it was proposed that the interaction between job demands, job resources and psychological detachment would predict burnout and depression. The longitudinal study design involved 345 workers (at both Time 1 and Time 2). The hierarchical regression analysis showed that increasing psychological detachment reduced the negative relationship between physical demands and depression four months later. In contrast, high psychological detachment increased the negative association between emotional resources and burnout, but not between emotional resources and depression. Overall, this study, in its discovery of the impact of working conditions on psychological health, has made a new contribution to psychological detachment studies by using different sub-constructs of job demands and job resources (i.e., emotional and physical) with four-month gaps, as previous studies did not address the impact within this time frame.     

本土心理资本与职业幸福感的关系

职业幸福感是国内外学者和管理实践者关注的重要问题, 本文综合资源保存理论、工作要求-资源模型和本土心理资本理论, 构建并检验了本土心理资本对职业幸福感的影响模型。研究一通过访谈、问卷调查等方法研制了信效度较好的问卷, 1566名教师的调查结果表明, 本土心理资本包含事务型心理资本(希望、乐观和坚韧)与人际型心理资本(自谦、感恩、利他、情商/情绪智力和信心/自我效能)。研究二使用2280名教师的有效数据, 通过控制了其他变量影响后进行结构方程建模及交叉验证分析, 结果表明：(1)职业幸福感(工作投入、工作倦怠、离职意愿和工作满意度)的积极情感体验(工作投入)与认知评价(工作满意度)存在增益螺旋过程; (2)心理资本通过能量补充和动机激发双过程促进职业幸福感; (3)人际型心理资本通过一级、二级能量补充与动机激发过程影响职业幸福感; 事务型心理资本也通过一级、二级动机激发过程影响职业幸福感, 但是只通过二级能量补充过程影响职业幸福感。在中国文化背景下, 人际型心理资本对职业幸福感的作用更大。     

“What a Match!”: The Specific Role of Resources in the Relation Between Demands and Vigour in Elite Sport

The triple-match principle, as outlined by the Demand-Induced Strain Compensation (DISC) Model, states that resources are most effective when they match particular demands. The present study investigates the role of match in elite sport with regard to the relation between sport-related demands, sport-related resources, and vigour (i.e., physical strength, cognitive liveliness, and emotional energy). We hypothesised that moderating effects of resources on the relation between demands and vigour are most likely when there is a triple-match between demands, resources and vigour, followed by double-match and non-match. A cross-sectional survey study was conducted among 118 semi-professional and professional athletes (70 females, 48 males, M_age= 24.7, SD = 6.5). Physical resources moderated (i.e., strengthened) the positive relation between physical demands and physical strength, whereas emotional resources moderated (i.e., buffered) the negative relation between emotional demands and emotional energy. Moderating effects of sport-related resources on the relation between sport-related demands and vigour occurred more often when there was a triple-match compared to when there was less match or no match at all. These findings indicate that, also in the domain of elite sport, resources do not randomly moderate the relation between demands and well-being. Implications and limitations of the study are discussed.     

Specific relationships between job demands, job resources and psychological outcomes and the mediating role of negative work-home interference

This study among 115 US and 260 Dutch nurses and nurse assistants tested a theoretically derived model of specific relationships between work characteristics and two theoretically distinct outcomes (i.e., emotional exhaustion and job satisfaction). Furthermore, the mediating role of negative work-home interference (NWI) in this context was examined. It was hypothesized that emotional exhaustion is related to job demands (i.e., psychological and emotional demands), and that job satisfaction is primarily associated with job resources (i.e., job control). Workplace social support was proposed to relate to both outcomes. In addition, we expected NWI to partially mediate the hypothesized relationships. Finally, we expected this pattern to be similar across the two samples. Structural equation modeling (LISREL) indicated (1) that our postulated model largely fitted to the data in both samples (same pattern), and (2) that NWI partially mediated the relationship between psychological job demands and emotional exhaustion in the Dutch sample. It can be concluded that the results supported our proposed pattern of specific relationships and, to a lesser extent, the partial mediating role of NWI. Practical implications and methodological limitations were discussed.     

Stress mindset predicts job turnover among preschool teachers

Teaching is one of the most challenging jobs, with a high turnover rate. Unfortunately, we know very little about how to retain teachers. This longitudinal field study (N = 310) examined whether preschool teachers' stress mindset—that is, whether they believe stress is harmful or beneficial—predicted their job stress and turnover within a school year. The results suggested that teachers who believe in the potential benefits of stress experienced less job stress, and were therefore less likely to leave their jobs as quickly. These findings suggest that teachers' stress mindsets predict their psychological well-being and professional development.     

A Reanalysis of Occupation and Suicide: Negative Perceptions of the Workplace Linked to Suicide Attempts

Suicide is the ultimate outcome of poor psychological well-being; however, there is a paucity of research examining the link between occupation and suicide, despite early academic interest and the known importance of work to our everyday lives. We propose that this body of research was abandoned prematurely, and we provide a reanalysis by integrating the Job Characteristics Model and the Conservation of Resources model with extant suicide research. Specifically, we hypothesize that work design characteristics (job autonomy, task variety, physical demands) and threats to personal resources (absence of viewing work-as-career, work-family conflict, family-work conflict, job dissatisfaction) are linked to suicide attempts via depression and suicidal ideation. Utilizing three measurement occasions and 2,855 participants from the AddHealth database, our findings indicate that job autonomy, task variety, work-family conflict, family-work conflict, and job dissatisfaction all indirectly contribute to employees' suicide attempts via depression and suicidal ideation. Thus, negative employee perceptions of the workplace environment have much more severe consequences than is typically examined. Based on these results, we provide recommendations for developing a theoretically derived nomological net around suicidal behavior in an organizational context, and offer strategies for managers and employees to construct a work environment that is conducive to employee well-being.     

Applying the job demands–resources model to the work–home interface: A study among medical residents and their partners

Work–home interference (WHI) is a prevalent problem because most employees have substantial family responsibilities on top of their work demands. The present study hypothesized that high job demands in combination with low job resources contribute to WHI. The job demands–resources (JD-R) model was used as a theoretical framework. Using a sample of 230 medical residents and their partners, our results show that the combination of high job demands (i.e., work overload, emotional and cognitive demands) and low job resources (i.e., participation in decision making, supervisory coaching, feedback, and opportunities for development) was positively related to partner ratings of the employee's WHI. When job resources were high, most job demands were not related to WHI. These findings show that the JD-R model is a conceptual framework that can be fruitfully applied to the work–family interface, adding to our understanding of which particular job designs facilitate or prevent work–home interference.     

Job characteristics and off-job activities as predictors of need for recovery, well-being, and fatigue

Two empirical studies examined need for recovery (i.e., a person's desire to be temporarily relieved from demands in order to restore his or her resources) as a mediator in the relationship between poor job characteristics (high job demands, low job control) and high off-job demands, on the one hand, and fatigue and poor individual well-being, on the other hand. Multilevel data from a daily survey study in the health service sector (Study 1) showed that high job demands, low job control, and unfavorable off-job activities predicted a high need for recovery. Need for recovery in turn was negatively related to individual well-being. A large-scale survey with a representative sample of the Dutch working population (Study 2) confirmed these findings for fatigue. In both studies, need for recovery mediated the effects of job characteristics and off-job activities on fatigue and poor well-being, respectively.     

Daily fluctuations in teachers' well-being: a diary study using the Job Demands–Resources model

Abstract

The study tests the dynamic nature of the Job Demands–Resources model with regard to both motivational and health impairment processes. It does so by examining whether daily fluctuations in co-workers' support (i.e., a typical job resource) and daily fluctuations in work/family conflict (i.e., a typical job demand) predict day-levels of job satisfaction and mental health through work engagement and exhaustion, respectively. A total of 61 schoolteachers completed a general questionnaire and a daily survey over a period of five consecutive work days. Multilevel analyses provided evidence for both the above processes. Consistently with the hypotheses, our results showed that day-level work engagement mediated the impact of day-level co-workers' support on day-level job satisfaction and day-level mental health, after general levels of work engagement and outcome variables had been controlled for. Moreover, day-level exhaustion mediated the relationship between day-level work/family conflict and day-level job satisfaction and day-level mental health after general levels of exhaustion and outcome variables had been controlled for. These findings provide new insights into the dynamic psychological processes that determine daily fluctuations in employee well-being. Such insights may be transformed into job redesign strategies and other interventions designed to enhance work-related psychological well-being on a daily level.     

Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping

Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education.     

The role of core self-evaluations in the relationship between religious involvement and subjective well-being: a moderated mediation model

This study examined whether core self-evaluations (CSE), a personality-based construct, mediates the association between religious involvement and subjective well-being (i.e., physical and psychological). Furthermore, investigates whether the indirect relation of religious involvement to well-being through CSE is conditional on age group (elderly vs. adults). Two different samples were examined: an elderly (N?=?300) and an adult community sample (N?=?294). To determine whether the strength of these effects depend on (moderated by) age group, we used multiple regression analyses and bootstrapping framework to probe conditional indirect (i.e., moderated mediation) effects. The results showed that CSE mediates the relationship between religious involvement (i.e., religious attendance and intrinsic religiosity) and both aspects of subjective well-being. However, the moderated mediation models revealed that this mechanism exists only for elderly. Implications of these results for improving the quality of life in elderly are discussed and directions for future research are provided.     

Working while studying at university: The relationship between work benefits and demands and engagement and well-being

We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work–university conflict and work–university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and context-specific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age = 22.7 years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work–university facilitation; more time demands and fewer psychological rewards were associated with more work–university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory.     

Self-efficacy,Work, and Psychological Outcomes in a Public Service Context

The study examined the prediction of psychological outcomes (conceptualized as psychological well-being and engagement) by general self-efficacy (GSE) and work context (conceptualized as job demands and job resources). The role of GSE as a moderator between work context and psychological outcomes was also examined in a cross-sectional survey of a sample of public sector employees (N = 459: males = 151, females = 273, and age ranging between 25 and 55). Multiple regression analyses showed that job demands and resources and GSE significantly predict both psychological well-being (positive affect, negative affect and satisfaction with life) and engagement (vigour and dedication). GSE moderated the relationship between work context and psychological outcomes. Work contexts characterised by a preponderance of job resources appear to facilitate both satisfaction with life and dedication.     

Job demands and job resources as predictors of teacher motivation and well-being

We analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession. Participants were 760 Norwegian teachers in grade 1–10. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A second order job demand variable strongly predicted lower teacher well-being, whereas job resources more moderately predicted higher well-being. Teacher well-being was in turn predictive of higher engagement and lower motivation to leave the profession. Analysis of primary factors showed that time pressure was the strongest predictor of teacher well-being.     

Curtailing the harmful effects of workplace incivility: The role of structural demands and organization-provided resources

Workplace incivility is a widespread phenomenon that silently damages many organizations and people working within them. To better understand moderators of the relationship between experienced incivility and employees' decision to leave, we conducted a two-wave study that examined a sample of 618 nurses working in a public research hospital. Whereas previous research has focused on preventing and eradicating uncivil behaviors, our study investigates factors that enhance or buffer the negative consequences of incivility. Building on theories of job resources and job demands, we show that (a) certain structural demands (i.e., role ambiguity and working in the night shift) increase the relationship of workplace incivility with turnover intentions, while (b) organization-provided resources (i.e., team-building and personal management interviews) help organizations reduce the association of incivility with turnover intentions.     

Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work,need-supportive teaching,and burnout

ObjectivesAccording to self-determination theory, teachers can engage in their job for a variety of reasons. Motivation can be controlled (feeling externally or internally pressured) or autonomous in nature (enjoying teaching or valuing its importance). The aim of this study was to identify motivational profiles (i.e., within-teacher combinations of autonomous and controlled motivation) and to examine associations between these motivational profiles and the following variables: experiences of need satisfaction, dimensions of teaching style, and burnout.DesignThis study has a cross-sectional design based on teacher reports.MethodsA total of 201 PE teachers signed in for an online questionnaire on motivation to teach, need satisfaction at work, need-supportive teaching and burnout.ResultsFour hypothesized motivational profiles were retained: a poor quality, a low quantity, a high quantity, and a good quality group. The good quality group displayed the most optimal pattern of antecedents and outcomes, closely followed by the high quantity group. The poor quality group displayed the most maladaptive pattern of associations with antecedents and outcomes, even in comparison to the low quantity group.ConclusionsEndorsing a specific motivational profile has implications for teachers' need satisfaction and burnout, but also for students, because the quality of teachers' motivation also shows in provided need support toward the students. This finding might convince school policy members and other stakeholders to value the importance of nurturing teachers' autonomous motivation.     

Buffering emotional job demands: The interplay between proactive personality and team potency

The present study extends the research on Job Demands-Resources model by examining how the interplay between personal resource (i.e., proactive personality) and team resource (i.e., team potency) buffers employees' emotional job demands. We propose that, while emotional job demands may enhance employees' intention to quit, this positive effect is more pronounced when employees possess low, rather than high, proactive personality. Furthermore, such interaction effect is stronger when team potency is low. Our hypotheses were found supported by data collected from four hotels in China. The findings of this study provide important implications on how individuals may utilize personal and team resources to cope with emotional demands in their jobs.