The Effect of Work/Family Conflict on Intention to Quit: The Mediating Roles of Job and Life Satisfaction

Research has shown consistently that job satisfaction predicts turnover, but much less attention has been given to the how relationships between work and nonwork or how overall subjective evaluations of life (i.e., life satisfaction) affects turnover. We tested a model that included job satisfaction, life satisfaction, and conflict between work and nonwork domains of life as predictors of intent to quit. Results from a sample of Air Force personnel revealed that life satisfaction was a significant predictor of intent to quit after controlling for job satisfaction, and that both job and life satisfaction mediated the effects of role conflict between work and nonwork on intent to quit. We consider implications of these findings for both theory and practice. Portions of this paper were presented at the 9th Bi-Annual Conference of the International Society for the Study of Work and Organizational Values (ISSWOV). The views expressed in this paper are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the US Government.     

The Mediated Influence of Hostile Attributional Style on Turnover Intentions

To better understand the influence of causal perceptions on turnover intentions, this study investigates the influence of hostile attribution styles on job satisfaction, stress, and turnover intent. A theoretical model is developed in which satisfaction and stress are predicted to mediate the relationship between hostile attributions and turnover intentions. Results of hierarchical regression and path analysis partially supported the hypothesized model, suggesting that hostile attribution styles are an important predictor of job satisfaction and turnover intentions. The predicted relationship between hostile attribution style and stress was not supported.     

What Is Too Much or Too Little? The Curvilinear Effects of Job Tension on Turnover Intent,Value Attainment,and Job Satisfaction

This study addressed 2 relatively unexplored issues in the current job stress literature. First, a significant body of research has substantiated a curvilinear relationship between job tension and performance without examining the potential impact of work stress on other important outcomes. Second, past research has failed to control for the influence of role stressors and other important variables that might alter the job-tension/work-outcomes relationship. We hypothesized that experienced job tension would predict turnover intent, value attainment, and job satisfaction, and that this relationship would be nonlinear. Data gathered from 270 hotel managers confirmed our hypotheses. Notably, tension predicted turnover intent (U shape), value attainment (inverted-U shape), and job satisfaction (inverted-U shape) in the expected manner, while explaining additional variance beyond that contributed by demographic factors, role stressors, and linear tension terms. Implications of these findings for theory and practice, as well as avenues for future research are provided.     

Burnout and Turnover Intentions Among Junior Counseling Faculty: Moderating Role of Mentoring

This study examined the correlation between burnout, mentoring, and turnover intentions among 106 full‐time junior counseling faculty members at U.S. universities. Using the job demands–resources model, the authors aimed to provide a better understanding of the risk and protective environmental factors (i.e., burnout and mentoring) that affect turnover intentions among junior counseling faculty. Burnout was found to be predictive of high turnover intentions. Findings also supported the moderating role of faculty mentoring in the association between burnout and turnover intentions. Implications for counseling programs and institutions are addressed.     

Perceived fit with an academic environment: Attitudinal and behavioral outcomes

Because person–organization fit relates to important outcomes, and because fit is a time-dependent process, there exists a need to model longitudinal data related to fit. In a multi-university sample (N = 1174), we tested hypotheses concerning person–organization fit and various behavioral and attitudinal outcomes; correlations between changes in these variables over time, and the correlates of these changes. Using autoregressive modeling and latent growth curve modeling, results indicated that academic fit leads to academic satisfaction, which in turn leads to turnover intent, and to a lesser extent GPA and class absenteeism. Changes in academic fit correlated highly with similar changes in satisfaction and GPA and with opposite changes in turnover intent. Academic satisfaction did not correlate with subsequent organizational citizenship behavior (OCB) as predicted; changes across these domains were significantly related, but were small. Consistent with our hypotheses, Realistic interests correlated negatively with changes in academic fit and satisfaction. Investigative interests were correlated positively with changes in fit and initial satisfaction levels. We conclude by discussing implications, limitations, and future research concerning the longitudinal analysis of person–organization fit.     

Publishing trends of psychology faculty during their pretenure years

This article describes an analysis of the productivity of psychology faculty during their first 7 postdoctoral years. The primary goal was to provide objective data regarding the typical rates of productivity for untenured cognitive, developmental, and social psychologists who hold appointments at highly ranked institutions. Although the median rate of pretenure publishing conforms to informal impressions that junior faculty are typically awarded tenure if they publish at least one or two articles per year, tenure was awarded to 25% of the sample even though these individuals published less than one article per year. This finding cannot be explained by appealing to (a) the number of articles published prior to accepting a tenure-track appointment, (b) the number of chapters produced, or (c) the impact factors of the journals in which the individuals published.     

Loneliness,self‐esteem,and life satisfaction as predictors of Internet addiction: A cross‐sectional study among Turkish university students

This study investigated the relationship among loneliness, self‐esteem, life satisfaction, and Internet addiction. Participants were 384 university students (114 males, 270 females) from 18 to 24 years old from the faculty of education in Turkey. The Internet Addiction, UCLA Loneliness, Self‐esteem, and Life Satisfaction scales were distributed to about 1000 university students, and 38.4% completed the survey (see Appendix A and B). It was found that loneliness, self‐esteem, and life satisfaction explained 38% of the total variance in Internet addiction. Loneliness was the most important variable associated with Internet addiction and its subscales. Loneliness and self‐esteem together explained time‐management problems and interpersonal and health problems while loneliness, self‐esteem, and life satisfaction together explained only the interpersonal and health problems subscales.     

政策满意度、教师支持对免费师范生职业认同的作用:从教动机的中介效应

本研究以733名免费师范生为被试,采用问卷测量法,考察师范生对免费教育政策的满意度、所感知到的教师支持,及其师范生从教动机与职业认同的特点及其相互之间的关系,并检验了从教动机在政策满意度、教师支持与职业认同之间的中介效应。结果表明：（1）师范生在政策满意度、从教动机上存在年级差异,在职业认同上存在年级和性别差异。（2）政策满意度、教师支持、从教动机与职业认同两两之间均呈显著正相关。（3）政策满意度与教师支持对职业认同的直接效应显著,从教动机在政策满意度与职业认同之间、教师支持与职业认同之间均起部分中介作用,其中从教动机对政策满意度的中介效应显著高于对教师支持的中介效应。本研究围绕这些结果进行了讨论,并提出了相应的建议和对策。     

幼儿园新教师学历与离职意向的关系:入职适应、工作满意度的多重中介作用

以783名教龄3年以内的幼儿园新教师为被试,采用问卷法考察入职适应和工作满意度在新教师学历与离职意向之间的中介作用。结果表明：工作满意度在幼儿园新教师学历与离职意向的关系中具有正向独立中介作用;入职适应、工作满意度在幼儿园新教师学历与离职意向的关系中具有负向链式中介作用。这些结果说明,良好的入职适应是提高幼儿园高学历新教师工作满意度、降低其离职意向的关键因素。     

Facilitating the Academic Success of International Students

International seminarians seeking an education at academic institutions located in the United States often face a host of learning challenges. Seminary faculty that teach in these institutions are often confronted with a need to adjust their teaching methods to facilitate learning by international students. This essay outlines specific strategies to facilitate academic success of international seminarians by offering specific teaching methods for faculty and learning strategies for international students. Topics include training faculty in how to respond to diverse learning styles, expanding learning environments beyond the classroom, methods for enhancing student participation, and development of assignments. Strategies for student success include developing skills in how to improve note taking, critical reading, and writing.     

Short‐term commitment,long‐term impact: Reflections on teaching as contingent faculty

Many colleges and universities employ contingent faculty to meet various needs. Utilizing contingent teachers as single‐course adjuncts or full‐time faculty members can be beneficial to institutions and teachers alike. While acknowledging the positive, long‐term impact on current students, short‐term teaching faculty face challenges that warrant further consideration by institutions relying on contingent faculty labor. This essay centers upon the experience of one faculty member and some of the ways being contingent affects building relationships with students, mentoring and teaching effectively, and developing courses and programs. I argue that, even when contingent faculty strive to do their best, the limited nature of their employment creates a barrier to their own flourishing and the contributions they can make to the students and institutions they serve. See companion essays published in this issue of the journal by Hoon J. Lee, Adam Wirrig, Bradley Burroughs, and Charles Harrell.     

Career And Relationship Satisfaction Among Female Faculty in Marriage and Family Therapy Programs

This study explored career and relationship satisfaction of women faculty in accredited marital and family therapy (MFT) programs. Faculty were more satisfied with teaching duties than research or service duties and more satisfied with service than research duties. A backwards multiple regression procedure showed that the combined variables of psychosocial mentoring functions, expanded service duties, and having received an award for research or service were associated with greater levels of career satisfaction while career mentoring functions were associated with reduced levels of career satisfaction. Implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE).     

Workplace support, discrimination, and person-organization fit: tests of the theory of work adjustment with LGB individuals

The present study explored the links of 2 workplace contextual variables--perceptions of workplace heterosexist discrimination and lesbian, gay, and bisexual (LGB)-supportive climates--with job satisfaction and turnover intentions in a sample of LGB employees. An extension of the theory of work adjustment (TWA) was used as the conceptual framework for the study; as such, perceived person-organization (P-O) fit was tested as a mediator of the relations between the workplace contextual variables and job outcomes. Data were analyzed from 326 LGB employees. Zero-order correlations indicated that perceptions of workplace heterosexist discrimination and LGB-supportive climates were correlated in expected directions with P-O fit, job satisfaction, and turnover intentions. Structural equation modeling (SEM) was used to compare multiple alternative measurement models evaluating the discriminant validity of the 2 workplace contextual variables relative to one another, and the 3 TWA job variables relative to one another; SEM was also used to test the hypothesized mediation model. Comparisons of multiple alternative measurement models supported the construct distinctiveness of the variables of interest. The test of the hypothesized structural model revealed that only LGB-supportive climates (and not workplace heterosexist discrimination) had a unique direct positive link with P-O fit and, through the mediating role of P-O fit, had significant indirect positive and negative relations with job satisfaction and turnover intentions, respectively. Moreover, P-O fit had a significant indirect negative link with turnover intentions through job satisfaction.     

Evaluating dental faculty performance: perceptions of dental school deans

In this study 57 deans in 67 United States and Canadian Dental Schools ranked, in decreasing order of importance, 12 performance criteria and then ranked the same 12 criteria as they perceived faculty would rank them. Agreement between the deans' two global rankings gave a Spearman's rank-order correlation of .92. Although the general level of agreement between the two perceptual ranks was significant, several important discrepancies in rank order were identified. Deans perceived that faculty would rank number of publications first and classroom, clinical, and laboratory teaching third. Deans personally ranked classroom, clinical, and laboratory teaching as first and number of publications as fourth. Implications of the discrepancy between the perceived importance of research productivity and teaching in faculty evaluation were discussed with respect to the increasing emphasis placed on research for dental faculty within the university.     

Integrating motivational, social, and contextual work design features: a meta-analytic summary and theoretical extension of the work design literature

The authors developed and meta-analytically examined hypotheses designed to test and extend work design theory by integrating motivational, social, and work context characteristics. Results from a summary of 259 studies and 219,625 participants showed that 14 work characteristics explained, on average, 43% of the variance in the 19 worker attitudes and behaviors examined. For example, motivational characteristics explained 25% of the variance in subjective performance, 2% in turnover perceptions, 34% in job satisfaction, 24% in organizational commitment, and 26% in role perception outcomes. Beyond motivational characteristics, social characteristics explained incremental variances of 9% of the variance in subjective performance, 24% in turnover intentions, 17% in job satisfaction, 40% in organizational commitment, and 18% in role perception outcomes. Finally, beyond both motivational and social characteristics, work context characteristics explained incremental variances of 4% in job satisfaction and 16% in stress. The results of this study suggest numerous opportunities for the continued development of work design theory and practice.     

Does a corresponding set of variables for explaining voluntary organizational turnover transfer to explaining voluntary occupational turnover?

This study proposed and tested corresponding sets of variables for explaining voluntary organizational versus occupational turnover for a sample of medical technologists. This study is believed to be the first test of the Rhodes and Doering (1983) occupational change model using occupational turnover data. Results showed that corresponding job (occupational) satisfaction and intent to leave organization (occupation) variables were each significant for explaining subsequent organization (occupation) turnover. Job insecurity was found to be a significant correlate for organizational turnover while work exhaustion was found to be a significant correlate for occupational turnover. Study limitations and directions for future research are discussed.     

JOB SATISFACTION, BEHAVIORAL INTENTION, AND ABSENTEEISM AS PREDICTORS OF TURNOVER

Measures of overall job satisfaction, intention about remaining with the company, and frequency of absences were correlated with termination over two one-year periods for a sample of female clerical employees. A step-wise multiple regression indicated that both intent to remain with the company and frequency of absences added to the prediction of turnover during both one-year periods. Job satisfaction did not add to the prediction for either year.     

A meta-analysis of relations between person-organization fit and work attitudes

This article presents a meta-analytic review of 21 studies on relations of person-organization fit with job satisfaction, organizational commitment, and intent to turnover. Four specific moderators were investigated: the type of fit measure, method of calculating fit, dimensions of fit, and use of an established measure of person-organization fit. Mean effect sizes for the outcome variables ranged from −.18 for intent to turnover to .28 for organizational commitment. Subjective fit measures, the use of correlations to calculate fit, value congruence as the fit dimension, and the use of an established measure of person-organization fit increased effect sizes. Recommendations for future research on person-organization fit are suggested.     

Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research

Despite the widespread belief in a positive influence of research on education, the empirical evidence is lacking (Hattie and Marsh 1996). Several authors have questioned the appropriateness of the operationalisation of both aspects of the relation between teaching and research. This article takes a closer look at the research questions in empirical studies on the nexus between teaching and research and examines the used variables and their measurement techniques. The study reveals that the used variables and their operationalisation are diverse as well as limited. There is for example a diversity in the investigated population, the level of analysis (individual faculty, department, institutions), the nature of the institutions investigated or the questionnaires used. The operationalisation of both teaching and research is limited. Student learning or the way research is integrated into teaching are virtually absent and the measurement of research is mostly confined to the quantity of the research output. This calls for a more systematic research agenda in which student learning is investigated along with more fine grained measures of teaching and in which the relation of these two indicators and the research proficiency of faculty are looked at.     

TURNOVER AND RETIREMENT: A COMPARISON OF THEIR SIMILARITIES AND DIFFERENCES

This study sought to demonstrate that turnover and retirement intentions were distinct forms of organizational withdrawal and to empirically examine the similarities and differences between their antecedents. In a sample of 375 (126 men and 247 women) working adults, a confirmatory factor analysis supported the contention that items measuring turnover intent and retirement intent were related to 2 separate constructs. In addition, the correlation between the 2 measures was low and not significant. The influence of common and unique variables that influence turnover intent and retirement intent were then examined. The results suggested that there were significant differences between the predictors of turnover intentions and retirement intentions. These findings suggest that there are important differences between turnover and retirement and it is necessary to treat them separately for some purposes.