Work–family enrichment,job satisfaction,and work engagement: The mediating role of subjective career success

Objective: The aim of the study was to explore the possible indirect effect of subjective career success on the relationship between work–family enrichment and job satisfaction and work–family enrichment and work engagement. Method: A cross-sectional, quantitative research design approach was followed using a convenience sample (N = 334). Results: Results revealed that work–family enrichment was not only positively related to subjective career success, job satisfaction and work engagement, but also predictive of the mentioned constructs. Furthermore, subjective career success was found to indirectly effect the relationship between work–family enrichment and job satisfaction and work engagement. Conclusion: Using the resource-gain-development framework, new insights are provided into the processes and mechanisms relating to work–family enrichment. Our findings suggest that resources are creating positive affect in not only the work and career domains of employees, but also leading to more engaged and satisfied employees. (i.e., the indirect effect of subjective career success). Organisations can benefit when they enhance work environments (e.g., by providing relevant resources) to promote work–family enrichment and, by implication, subjective career success and positive work outcomes such as job satisfaction and work engagement.     

How do included and excluded students with SEBD function socially and academically after 1,5 year of special education services?

ABSTRACT

The present study tested three conflicting hypotheses as to how students with social/emotional/behavioural difficulties (SEBD), who showed similar social-emotional, behavioural and academic functioning prior to placement, function socially and academically after they have received additional support either in inclusive regular education or in exclusive special education. Thirty-six included and 15 excluded students with SEBD participated. We collected data from students and teachers with classroom surveys, individual testing sessions with students with SEBD, and from application files. Using Bayesian statistics, our results suggest that excluded students are better socially embedded in exclusive special education and that they perform better academically than comparable included students with SEBD. Special education services in exclusive settings may thus afford certain benefits to some students with SEBD, not typically found in regular education, which can be considered a first indication that there may be valid counterarguments against the ‘inclusion for all’ perspective on educational needs.     

From prevention focus to adaptivity and creativity: the role of unfulfilled goals and work engagement

ABSTRACT

Whereas promotion focus is consistently linked to high adaptivity (i.e., adjustment to changes) and creativity (i.e., generation of useful and original ideas), prevention focus is commonly associated with low adaptivity and creativity. The present study uncovers the conditions under which prevention focus may also have positive effects on adaptivity and creativity. First, we hypothesize that trait-level promotion focus positively relates to day-level adaptivity as well as creativity. More importantly, we hypothesize that trait-level prevention focus positively relates to day-level adaptivity and creativity when day-level goal fulfilment is low (i.e., two-way interactions) and that these effects are stronger when day-level work engagement is high (i.e., three-way interactions). To test our hypotheses, we conducted a daily diary survey among 209 employees from different occupational sectors, over five working days. As expected, trait promotion focus was positively related to adaptivity and creativity. Furthermore, trait prevention focus positively related to both adaptivity and creativity when day-level goal fulfilment was low andday-level work engagement was high (3-way interactions). None of the two-way interaction effects of trait prevention focus and goal fulfilment was significant. Our findings suggest that prevention focus and unfulfilled goals jointly should not only be seen as threats, but also as opportunities for adaptation and creativity.     

Parental decision-making: infant engagement with smartphones

Smartphones have become a ubiquitous part of life, and as a result, many children are engaging with smartphones beginning in infancy. Little is known regarding the thought processes used by parents in deciding when and how to allow their infants to engage with smartphones. Using a sample of twelve parents with infants younger than one year, this qualitative study examines parental smartphone use, their perspectives regarding use by their young children, and what sources informed their decision-making about allowing their infants to use a smartphone. Results found that the smartphone has become such a common part of everyday life that choices to use a smartphone around, and with, infants has become one that is nearly automatic. These research data showed that most parents are largely unaware of guidelines for childhood screen time provided by the American Academy of Pediatrics and the World Health Organization. Given our current knowledge that smartphone use can have a significant impact on the cognitive development of young children, this topic is an important area of future research.     

Reflective structured dialogue: A conversation with 2018 American Academy of Religion excellence in teaching award winner Jill DeTemple

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity. 1 1 The authors would like to dedicate this article to the memory of Ruel W. Tyson, Jr., a champion of collaborative scholarship and intellectual community. The research referenced in this article was supported by a subaward agreement from the University of Connecticut with funds provided by Grant No. 58942 from the John Templeton Foundation. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of UCONN or the John Templeton Foundation.