We focus on dyadic interactions among supervisor- and employee-innovative work behavior (IWB) and how (in)congruence (misfit) conditions relate to employee task performance. The logic of the ...person–supervisor (P–S) fit framework is used to explicate perceived supervisory performance ratings in the high-high fit and low-low fit situations, as well as designate the moderating effects of employee work engagement on the leader–member IWB incongruence–task performance link. A time-lagged two-source field research study on a sample of 157 employees and 40 direct supervisors from four public-sector organizations operating in an EU member state indicates that having highly innovative supervisors and likewise innovative employees produces the highest levels of employee task performance. Moreover, a moderated polynomial regression analysis revealed that employee work engagement buffers the effect of perceived misfit, elevating followers’ task performance in the condition of low supervisor-IWB and high employee-IWB. Contributions and implications for the innovation management and work engagement literature are discussed.
The main purpose of the present study was to investigate whether there is a crossover effect from teacher’s general (trait-level) work engagement to their pupils’ weekly positive affect in school and ...to examine whether pupils’ weekly autonomous motivation for school functions as an underlying mechanism that may explain this crossover effect. Building upon the self-determination theory and the emotion contagion theory, we argue that teachers’ general work engagement can be a strong resource for pupils, which can foster their psychological investment and interest in school-related activities, skills, and tasks (i.e. autonomous motivation), and, in turn, their positive affect. To test our hypotheses, we employed a weekly diary methodology by following 50 teachers and their 916 pupils in six different countries for three consecutive work weeks, which yielded 2735 reports from pupils and their teachers. The results of multilevel modeling provided support for the shypothesised research model. When teachers were generally more engaged in their work, their pupils reported more weekly positive affect in school, and this positive crossover effect was mediated by pupils’ weekly autonomous motivation for school. These findings extend current literature by revealing the potential underlying mechanism that can explain how teachers’ work engagement transmits to pupils’ positive affect in school.
People in Croatia have recently experienced two major earthquakes in the midst of COVID-19 pandemic, which are possible sources of increased fear. In order to capture and understand the effects of ...the simultaneously occurring threatening events, the aims of this study were threefold. First, we aimed to examine the psychometric properties and factor structure of the Croatian version of the Fear of COVID-19 scale (FCV-19S). Second, bearing in mind that there is a lack of instruments for measuring fear of earthquakes, the study aimed to develop and examine the psychometric properties the Fear of Earthquake Scale (FES), as a version of FCV-19S, modified for the earthquake experience. Finally, the study aimed to examine differences in well-being indicators (life satisfaction, positive and negative affect) between four groups of participants who either had/did not have COVID-19 disease or had experienced/did not have experienced earthquake. The study was conducted among 1136 participants adults who took part in the fourth year of the Croatian longitudinal study on well-being. Among them, N = 665 participants experienced earthquake and responded to additional questions regarding that experience. The analyses demonstrated valid psychometric properties and one-factorial structure of FCV-19S and FES scales. The findings showed that people who went through earthquake experience (vs. those without earthquake experience and COVID-19 infection) reported higher negative affect and lower positive affect, indicating that people in Croatia seem to have been more fearful of earthquakes than COVID-19 pandemic. Findings suggest the long-term negative effects of earthquake on fear and well-being in comparison to COVID-19 pandemic.
Building upon the job demands-resources and conservation of resources theories, the central aim of the study was to investigate the role of job resources crafting in the relationship between personal ...resources – self-efficacy and optimism – and work engagement. In order to reach this goal, we conducted a two-wave longitudinal study among 107 nurses – a specific occupational group known to have very high job demands. We assessed personal resources and job resources crafting behaviors at Time 1, and work engagement at Time 2 (one month after). The results of our two-wave longitudinal study provided support for the hypothesized research model. When nurses reported high levels of personal resources at Time 1, they were also more inclined to craft structural and social job resources. This, in turn, led to higher work engagement at Time 2. The findings of this study indicate that, even if employees work in unfavorable work situations, they can mobilize their personal resources and experience high work engagement by proactive interaction with their work environment.
In the last decade, there was substantial growth in children’s well-being investigations, which made considerable progress in understanding the correlates, antecedents, and consequences of children’s ...well-being. In order to gain more insight into the current state-of-the-art in the field of children’s well-being, this paper aims to present an integrated overview of the recent scientific progress in this area of research. First, we elaborate on the main theoretical conceptualizations of children’s well-being, including hedonic and eudemonic approaches. Second, we explore the challenges of assessing children’s well-being, with a focus on different measurement approaches as well as the developmental aspects of assessing children’s well-being. Finally, we present patterns of findings on the associations between children’s well-being and basic demographic variables, as well as conclusions and implications for future research.
U posljednjemu desetljeću došlo je do znatnoga porasta istraživanja dobrobiti djece, čime je postignut velik napredak u razumijevanju korelata, prediktora i ishoda dobrobiti djece. Da bi se dobio bolji uvid u trenutno stanje istraživanja područja dobrobiti djece, cilj je ovoga rada pružiti cjelovit pregled recentnoga znanstvenog napretka u tome području. Prvo, u radu se razrađuju glavne teorijske konceptualizacije dječje dobrobiti, uključujući hedonističke i eudemonijske pristupe. Drugo, u radu se istražuju izazovi procjenjivanja dobrobiti djece, s fokusom na različitim pristupima mjerenju, kao i razvojni aspekti mjerenja dobrobiti djece. Na kraju, u radu se predstavljaju dosadašnji znanstveni nalazi o obrascima povezanosti dobrobiti djece i osnovnih demografskih varijabli, kao i zaključci i implikacije za buduća istraživanja.
The main aim of this study was to investigate whether autonomous motivation for work can explain the distinctive associations between hindrance and challenge demands and work-related well-being ...(i.e., positive affect and work engagement) on a within-person level. Autonomous work motivation represents the degree to which motivation for putting effort in work is intrinsic (i.e., with a sense of volition and personal choice) or has been internalized (i.e., without feelings of internal or external pressure). In order to test our hypotheses, we employed a diary methodology and followed 153 secondary school teachers throughout five consecutive working days. The results of multilevel modelling provided support for the hypothesized research model. On days when teachers experienced more challenges, they also experienced more positive affect and more engagement in their work on the same day, and this relationship could be explained by (higher) autonomous work motivation on that day. In contrast, on days when teachers experienced more hindrance demands, they experienced less positive affect and less work engagement, and this process was explained by (reduced) autonomous work motivation that day. Our findings add to the literature by showing that daily autonomous motivation as a motivational process can explain why daily challenge and hindrance demands are differentially related to positive well-being at work.
The main purpose of the present study was to examine children and young people’s (CYP) perspectives on well-being. In order to gain an in-depth understanding of the mechanisms through which CYP can ...flourish, it is necessary to examine the positive indicators of well-being in addition to negative aspects of childhood and adolescence. In doing so, it is important to understand the meanings CYP attach to well-being. We performed 10 semi-structured interviews and 2 focus groups with children (10–12 years old) and adolescents (15–16 years old) in 2 contrasting schools (different types with different background pupils). We also performed 10 semi-structured interviews and 2 focus groups with young people (16–19 years old) who are representative of different social groups and different levels of civic engagement. The participants of the study were gender balanced. The study strictly followed all of the relevant ethical standards related to research involving CYP. The results of this qualitative study provided a better insight into CYP’s global understanding of well-being, happiness, and life satisfaction by revealing how CYP themselves experience different aspects of well-being, and what they think are the most relevant factors that determine their well-being. The study also demonstrated how the CYP’s family, friends, school, environment, health, and material issues determine their well-being. These findings can be used to address and optimized specific difficulties and challenges of investigating children’s and young people’s well-being.
Organization-targeted citizenship behaviors (OCB-O) represent a type of the extra role performance necessary for attaining better organizational results in the ever-increasing global business arena. ...Building on the Job Demands-Resources theory we examined the mediating role of work engagement in the relationship between perceived job-design characteristics, and OCB-O as an individual-level outcome. We collected survey data using a sample of 255 employee-supervisor dyads to illustrate how formal job resources (task variety and task significance) and job challenges (skill variety and job innovation requirement) are indirectly (via work engagement) related to employee's citizenship behavior aimed towards the benefit of the organization. The paper thus extends the existing research and offers new practical contributions which can be used for increasing the level of extra-role performance efforts through a specific HRM mechanism.
The present study among 158 primary school teachers in Croatia integrated the challenge‐hindrance stressor framework in job demands–resources (JD–R) theory. We hypothesized that hindrance job demands ...would be negatively related to well‐being and that job resources could buffer this relationship. In addition, we hypothesized that challenge job demands would be positively related to well‐being and that job resources would boost this relationship. The study employed a quantitative daily diary methodology. Teachers filled out a background questionnaire and a daily diary booklet for three to five consecutive workdays (N = 438 occasions). Results of multilevel analyses showed that daily hindrance job demands had a negative relationship with daily positive affect and work engagement. Daily job resources buffered this relationship. In contrast, daily challenge job demands had a positive relationship with positive affect and work engagement. Daily job resources boosted this relationship. We discuss the implications of these findings for JD–R theory and practice.
Practitioner points
High daily job resources foster employee's daily work engagement and positive affect at work particularly when daily challenge demands are high.
High daily job resources buffer the negative impact of high daily hindrance demands on daily work engagement and positive affect at work.
Guidelines are proposed to enhance teachers' and school principals' education and training, as well to contribute to the more optimal workplace design for teachers.
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