Work engagement and burnout: testing the robustness of the Job Demands-Resources model

This study focuses on work engagement and its negative antipode, burnout, as well as their antecedents and consequences. According to the Job Demands-Resources (JD-R) model, two different processes have to be distinguished: a motivational process that links job resources with turnover intention through work engagement, and an energetic process that links job demands and health complaints via the mediating role of burnout. The robustness of the JD-R model was tested in a heterogeneous occupational sample (N = 846). Structural equation modeling analyses yielded a slightly modified model with only exhaustion being indicative of burnout and vigor, dedication along with absorption being indicative of engagement. The results provide evidence for the dipartite structure of the JD-R model. Multi-group analyses revealed the model to be invariant across age and gender. Although strengths of path coefficients and factor loadings differed among white- and blue-collar workers, the basic structure of the model was also confirmed among these subgroups. Therefore, the findings underscore the robustness of the JD-R model.     

Burnout and connectedness among Australian volunteers: A test of the Job Demands-Resources model

This study used the Job Demands-Resources (JD-R) model, developed in the context of occupational well-being in the paid workforce, to examine the antecedents of burnout and connectedness in the formal volunteer rural ambulance officer vocation (N = 487). Structural equation modeling using self-reports provide strong evidence for the central assumptions of the JD-R model. The findings confirm that burnout fully mediates the relationship between job demands and health problems (Hypothesis 1), and between job demands and determination to continue (Hypothesis 2). In addition, results show that connectedness fully mediates the relationship between job resources and determination to continue (Hypothesis 3). These findings have important practical implications because of the increasing problem of volunteer recruitment and retention.     

中学教师职业倦怠状况及影响因素的研究

职业倦怠是职业压力的一种,指在职业环境中,对长期的情绪紧张源和人际关系紧张源的应激反应而表现出的一系列心理、生理综合征.教师是职业倦怠感的高发人群.教师身上表现出的职业倦怠感对学生的成长和发展有巨大的消极影响.以中学教师为被试,采用问卷调查的方法考察教师的职业倦怠状况和影响因素.研究发现中学教师的职业倦怠整体上并不严重;教龄6-10年是教师职业倦怠最严重的阶段;职称是影响教师职业倦怠的重要因素;性别、所在学校是否重点以及是否班主任对教师职业倦怠没有显著影响.     

Job stressors,Type A behavior,coping responses,and psychological burnout among teachers

This study examined a research model developed to understand psychological burnout in work settings. Data were collected from 473 teachers and school administrators using questionnaires completed anonymously. Four groups of predictor variables identified in previous research were considered: individual demographic and situational variables, Type A behavior, job Stressors and coping responses. Type A behavior, job Stressors and coping responses were significantly and independently related to levels of psychological burnout.     

Burnout and work engagement among teachers

The Job Demands–Resources Model was used as the basis of the proposal that there are two parallel processes involved in work-related well-being among teachers, namely an energetical process (i.e., job demands → burnout → ill health) and a motivational process (i.e., job resources → engagement → organizational commitment). In addition, some cross-links between both processes were hypothesized. Structural equation modeling was used to simultaneously test the hypotheses in a sample of Finnish teachers (N = 2038). The results confirmed the existence of both processes, although the energetical process seems to be more prominent. More specifically, (1) burnout mediated the effect of high job demands on ill health, (2) work engagement mediated the effects of job resources on organizational commitment, and (3) burnout mediated the effects of lacking resources on poor engagement. The robustness of these findings is underscored by the fact that they were obtained in one half of the sample (using random selection) and cross-validated in the other half.     

职业胜任力在工作要求-资源模型中的调节和中介作用

采用JD-R模型探讨了职业胜任力在工作要求-资源模型中的作用。结果表明:(1)职业胜任力弱化了工作要求和情感衰竭之间的正向关系;(2)职业胜任力正向影响工作投入;(3)职业胜任力在工作资源与工作投入之间起中介作用。本研究启示可通过提升员工的职业胜任力,促进员工的工作投入并缓解职业倦怠。     

Existential fulfillment and burnout among principals and teachers

The aim of the current study was to determine the prevalence of burnout in primary education teachers and primary school principals and to explore the relationship of existential fulfillment to self‐reported burnout scores. Random samples of 215 teachers and 514 principals participated in a cross‐sectional study using an anonymous, mailed survey. Two questionnaires were used in both studies. The Dutch version of the Maslach Burnout Inventory for teachers was used to assess the teachers’ and principals’ burnout level. Second, existential fulfillment was measured by the Längle, Orgler and Kundi Existence Scale. The results of the present study indicated that teachers’ and principals’ existential fulfillment is related to their burnout level. Lack of existential fulfillment was an important burnout determinant. Unfortunately, this concept has been neglected to date. Existential fulfillment may be a significant and usable point of departure for devising psychological interventions aimed at teachers and principals.     

Predictors of student burnout and engagement among university students

This study investigated influences of core self-evaluation traits, career decision-making difficulties and social support on student burnout and engagement. A cross-sectional design was used with a non-probability quota sample. In the multiple regression analyses, self-efficacy, inconsistent information due to internal conflict and (lack of) parental support were significant predictors of exhaustion, cynicism, vigour and dedication. Self-esteem was also a significant predictor for the two engagement dimensions. In addition, lack of information about the self, lack of information about the occupations and inconsistent information due to external conflict predicted cynicism.     

Inequity,burnout and psychological withdrawal among teachers: a dynamic exchange model

This study examined the relations among inequity, psychological wellbeing and organizational commitment among a longitudinal sample of 920 Dutch teachers. Equity theory provided hypotheses on the mutual effects of inequity experienced in interpersonal and organizational exchange relationships on the one hand, and strain and psychological withdrawal on the other. Further, we expected that distincing oneself from an inequitable exchange relationship would lead to a more equitable balance between investments in and benefits gained from the corresponding exchange relationships. Covariance structure modelling supported the distinction among three types of exchange relationships, as well as the distinction between different sets of outcome variables associated with these relationships. Inequity was related to the expected negative work outcomes within but not across time points. Withdrawal from an inequitable relationship seemed to increase, rather than to decrease the inequity of particular exchange relationships.     

护士工作要求-资源问卷的编制

目的：探讨护士群体面临哪些工作要求和工作资源,为护士预防工作倦怠提供依据.方法：对120名护士初始测试后进行探索性因素分析,然后对360名护士正式测验结果进行验证性因素分析.结果：探索性因素分析结果表明,护士工作要求问卷包括工作量、倒班、情感要求、环境、心理和时间六个因素;护士工作资源问卷包括社会支持、奖励、技能多样性、工作控制和决策参与五个因素.验证性因素分析结果表明,护士工作要求问卷所提取的六个因素、工作资源问卷所提取的五个因素与构想模型拟合较好.结论：护士工作要求-资源问卷具有良好的信度和效度.     

Job satisfaction and cortisol awakening response in teachers scoring high and low on burnout

The burnout syndrome is an important psychosocial risk in the job context, especially in professions with a strong social interaction, as in the case of teaching. High levels of burnout have been related to negative psychological indicators and hormonal alterations. This study compares job satisfaction and the cortisol awakening response (CAR) in teachers scoring high (HB) and low (LB) on burnout. HB teachers showed lower job satisfaction and no significant differences in the CAR when compared with the LB group. The results of the study suggest a general dissatisfaction with work along with a different functioning of the hypothalamo-pituitary-adrenocortical axis in HB teachers. Although non significantly, they showed a lower magnitude of the CAR than LB teachers. When considering the whole sample, emotional exhaustion and depersonalization correlated negatively and personal accomplishment positively with each subscale of the job satisfaction questionnaire whereas cortisol levels or CAR did not correlate significantly with both burnout subscales and job satisfaction. These results should be taken into account when working to prevent burnout in teachers, as the modified parameters could be considered indicators of the onset or development of the syndrome.     

Job burnout and job leaving in public school teachers: Implications for stress management

This study addressed the questions of whether selected teacher and organizational variables contributed to (a) significant amounts of variance in teachers' scores on three components of burnout, and (b) teachers' intentions to leave special education teaching. Study participants (N =490) included a sample of respondents to a survey of all of the 1096 special education teachers in Hawaii. Instruments used in this study included the Maslach Burnout Inventory, the Porter Need Satisfaction Questionnaire, and the Special Education Teacher Survey. Results of multiple regression analyses indicated that for the burnout components, Emotional Exhaustion and Depersonalization, relatively large and significant amounts of variance could be accounted for by a set of predictor variables. For the third burnout component, Personal Accomplishment, the variance accounted for by a set of predictor variables was significant but small. Stepwise discriminant function analysis was used to distinguish between teachers who stated they did or did not intend to leave special education teaching. Eight variables were identified as predictors of Intention to leave special education teaching, correctly classifying 73% of teachers into the appropriate Yes-Leaving and No-Leaving groups.This research was conducted in partial fulfillment of requirements for the Doctoral dissertation by the first author.     

Coping tendencies and changes in athlete burnout over time

Burnout can lead to numerous negative outcomes for athletes. While we know a reasonable amount about how athlete burnout develops over time, we know comparably less about the role of coping in this process. The present study aimed to help address this issue by examining the role of coping tendencies in predicting changes in athlete burnout over a six-month period. A sample of 141 junior athletes (mean age = 17.3 years) completed measures of coping tendencies (problem-focused and avoidance coping) and burnout. Participants also completed the measure of burnout on two further occasions, three months and six months after the initial assessment. Conditional latent growth curve modelling revealed that coping tendencies predicted changes in athlete burnout over time. In this regard, avoidance coping predicted increases in athlete burnout, whereas problem-focused coping was unrelated to changes in athlete burnout. These findings provide evidence that an athlete’s tendency to use avoidance coping strategies is linked to burnout development over time.     

Factor structure and reliability of burnout among Emirati and Palestinian teachers

To assess the construct validity and magnitude of burnout among Emirati and Palestinian teachers, a total of 357 Emirati and 261 Palestinian teachers responded to the Maslach Burnout Inventory. Separate exploratory factor analyses clearly identified four factors for the Emirati sample and three factors for the Palestinian sample but with more complex structure than that for the Emirati sample. Confirmatory factor analyses confirmed the four-factor model for Emirati sample and the three-factor structure for the Palestinian sample but some difficulty arose with Items 5, 15, and 22. Coefficients alpha for the four subscales ranged from .59 to .85 for Emirati teachers and from .58 to .88 for the Palestinian sample. Palestinian teachers reported stronger feelings of emotional exhaustion than Emirati teachers did. The two groups of teachers reported similar feelings about personal success and similar attitudes toward their students and their jobs.     

Job characteristics and burnout among aging professionals in information and communications technology

The aim of this study was to examine the relationship between job characteristics and burnout, i.e., exhaustion, cynicism and lack of professional efficacy, in a sample of 115 (49- to 61-yr.-old) information and communications technology professionals. Questionnaire survey data were collected at two time points. In 1995 (Time 1), higher quantitative overload and lower job control were associated with higher exhaustion. Job control was negatively associated with lack of professional efficacy. In 2001 (Time 2), quantitative overload and information overload were positively associated with exhaustion, but with job control negatively. Use of new information was negatively associated with cynicism. In addition, job control and use of new information were negatively associated with lack of professional efficacy. Job characteristics at Time 1 were not significantly associated with burnout at Time 2 when job characteristics at Time 2 were controlled.     

Multidimensional comparison of anxiety direction and burnout over time

The purpose of this study was to assess if athletes who perceived their trait anxiety to be debilitative to performance also experienced higher burnout over a competitive season. Volunteers were 53 NCAA Division I and II male (n = 14) and female (n = 39) athletes, ages 18 to 23 years. Participants completed a trait version of the Competitive State Anxiety Inventory-2D once and the Athlete Burnout Questionnaire three times during the season. A 2 (anxiety direction group) x 3 (time of season) multivariate analysis of variance indicated no significant interaction and no main effect for time of season. A significant main effect for anxiety direction group did emerge, with the Facilitative group reporting significantly lower Burnout scores overall on the Reduced Sense of Accomplishment scale than the Debilitative group. There were no differences found on the other two subscales, Emotional/Physical Exhaustion and Devaluation.     

The Job Demands-Resources Model and Job Burnout: The Mediating Role of Personal Resources

The primary purpose of this study is to test whether the effect of workload on emotional exhaustion (health impairment process) and social support on depersonalization (motivation process) could be mediated by personal resources such as self-efficacy, self-esteem and optimism. Two multiple mediation models are tested separately, and then the point estimate and bias-corrected and accelerated 95 % confidence interval of the total and specific indirect effect are determined using the bootstrap approach with 1000 bootstrapped samples. The results show that workload positively affects emotional exhaustion, whereas social support negatively affects depersonalization, thus further corroborating the health impairment process and motivation process as assumed by the job demands-resources (JD-R) model. The total indirect effect is significant for both models, and self-esteem and optimism are the significant mediators for the health impairment process, whereas only optimism is the significant mediator for the motivation process.     

Using the Job Demands-Resources model to investigate risk perception, safety climate and job satisfaction in safety critical organizations

Using the Job Demands-Resources model (JD-R) as a theoretical framework, this study investigated the relationship between risk perception as a job demand and psychological safety climate as a job resource with regard to job satisfaction in safety critical organizations. In line with the JD-R model, it was hypothesized that high levels of risk perception is related to low job satisfaction and that a positive perception of safety climate is related to high job satisfaction. In addition, it was hypothesized that safety climate moderates the relationship between risk perception and job satisfaction. Using a sample of Norwegian offshore workers (N = 986), all three hypotheses were supported. In summary, workers who perceived high levels of risk reported lower levels of job satisfaction, whereas this effect diminished when workers perceived their safety climate as positive. Follow-up analyses revealed that this interaction was dependent on the type of risks in question. The results of this study supports the JD-R model, and provides further evidence for relationships between safety-related concepts and work-related outcomes indicating that organizations should not only develop and implement sound safety procedures to reduce the effects of risks and hazards on workers, but can also enhance other areas of organizational life through a focus on safety.