Psychosocial safety climate (PSC) is a facet‐specific aspect of organizational climate that pertains to employees’ psychological health. We sought to deepen our understanding of how and when ...resources function by considering the role of PSC as a contextual factor for job demands‐resources model. We explained this using two different mechanisms – PSC as a resource passageway (i.e., channelling, supplying, bolstering, complementing, compensating resources) or PSC as a safety signal (i.e., enabling resource use) effect. Using longitudinal data from 429 Malaysian health care workers from 53 teams and hierarchical linear modelling (HLM), we found team PSC was a stronger moderator of emotional demands than control or rewards on psychological health problems (emotional exhaustion and somatic symptoms), after controlling for the baseline outcomes. A three‐way interaction of team PSC at Time 1 with demands and resources (rewards only) at Time 2 showed that PSC is able to moderate the moderation relationship of demands and resources. Specifically, PSC, as a resource passageway, is providing a range of resources, that likely to compensate and complement low rewards. Hence, when both PSC and rewards were low, emotional demands had the strongest effect on psychological health. This result is robust as it was validated using HLM and split samples of PSC at the upper level. Given the important contextual role of PSC as a ‘moderator of the moderators’, building PSC should be the focus of workplace interventions to protect the psychological health of workers.
Practitioner points
Psychosocial safety climate may compensate for job resources, particularly rewards in an organization to protect workers’ psychological health.
Psychosocial safety climate buffers the detrimental effect of emotional demands on workers’ psychological health better than rewards and control.
The purpose of this article is to provide a systematic review of leadership and Job Demands-Resources (JD-R) theory. We have analyzed 139 studies that study the relationship between leadership and ...Job Demands-Resources (JD-R) theory. Based on our analysis, we highlight ways forward. First, research designs can be improved by eliminating endogeneity problems. Regarding leadership concepts, proper measurements should be used. Furthermore, we point toward new theory building by highlighting three main ways in which leadership may affect employees, namely by: (1) directly influencing job demands and resources, (2) influencing the impact of job demands and resources on well-being; and (3) influencing job crafting and self-undermining. We hope this review helps researchers and practitioners analyze how leadership and JD-R theory can be connected, ultimately leading to improved employee well-being and organizational performance.
New directions in burnout research Demerouti, Evangelia; Bakker, Arnold B.; Peeters, Maria C.W. ...
European journal of work and organizational psychology,
09/2021, Volume:
30, Issue:
5
Journal Article
Peer reviewed
Open access
Burnout is a phenomenon that has received considerable research attention in the past 50 years. As such, there is advanced knowledge on its prevalence, conceptualization, predictors, and outcomes. ...Although the literature has advanced, research on burnout is still topical. Burnout originated in the seventies but remains a contemporary problem because of persistent environmental stressors and challenges for employees and organizations as a whole. The current special section aims to stimulate knowledge on unresolved issues by bringing together contributions related to 1) the role of cognition in burnout research, 2) the development of burnout over time, 3) contextual antecedents of burnout, and 4) the prevention of and recovery from burnout. It is our hope that we will see more high-quality research and evidence-based practice related to burnout.
Aims
To develop a comprehensive model of nursing turnover intention by examining the effects of job demands, job resources, personal demands and personal resources on burnout and work engagement and ...subsequently on the intention to leave the organization and profession.
Background
The ageing population and a growing prevalence of multimorbidity are placing increasing strain on an ageing nursing workforce. Solutions that address the anticipated nursing shortage should focus on reducing burnout and enhancing the engagement of Registered Nurses (RNs) to improve retention.
Design
A cross‐sectional survey design.
Method
Data were collected in 2014–2015 via an e‐survey from 2,876 RNs working in New Zealand. Data were analysed with structural equation modelling.
Results
Higher engagement results in lower intention to leave the organization and profession. Burnout has significant effects on intentions to leave through lower engagement. While most of the demands and resources’ variables (except professional development) have effects on intentions to leave, greater workload and greater work‐life interference result in higher burnout and are the strongest predictors of intentions to leave. Greater emotional demands (challenges) and greater self‐efficacy also have strong effects in lowering intentions to leave through higher engagement.
Conclusions
Employee burnout and work engagement play an important role in transmitting the impacts of job demands, job resources, personal demands and personal resources into RN intention to leave the organization and profession. Work‐life interference and high workloads are major threats to nursing retention while challenge demands and higher levels of self‐efficacy support better retention.
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.
Education is considered one of the most critical human capital investments. But does formal educational attainment "pay off" in terms of job satisfaction? To answer this question, in Study 1 we use a ...meta-analytic technique to examine the correlation between educational attainment and job satisfaction (k = 74, N = 134,924) and find an effect size close to zero. We then build on the job demands-resources (JD-R) model and research that distinguishes between working conditions and perceived stress to theorize that educational attainment involves notable trade-offs. In Study 2 we develop and test a multipath, two-stage mediation model using a nationally representative sample to explore this idea. We find that, while better-educated individuals enjoy greater job resources (income, job autonomy, and job variety), they also tend to incur greater job demands (work hours, task pressure, job intensity, and time urgency). On average, these demands are associated with increased job stress and decreased job satisfaction, largely offsetting the positive gains associated with greater resources. Given that the net relationship between education and job satisfaction emerges as weakly negative, we highlight that important trade-offs underlie the education-job satisfaction link. In supplemental analyses, we identify boundary conditions based on gender and self-employment status (such that being female exacerbates, and being self-employed attenuates, the negative association between education and job satisfaction). Finally, we discuss the practical implications for individuals and organizations, as well as alternative explanations for the education-job satisfaction link.
We refine and extend the job demands-resources model with theory regarding appraisal of stressors to account for inconsistencies in relationships between demands and engagement, and we test the ...revised theory using meta-analytic structural modeling. Results indicate support for the refined and updated theory. First, demands and burnout were positively associated, whereas resources and burnout were negatively associated. Second, whereas relationships among resources and engagement were consistently positive, relationships among demands and engagement were highly dependent on the nature of the demand. Demands that employees tend to appraise as hindrances were negatively associated with engagement, and demands that employees tend to appraise as challenges were positively associated with engagement. Implications for future research are discussed.
During the COVID-19 pandemic’s school closures and the distance education that resulted from it, teachers were faced with an increasing workload and significant changes in their working environment. ...Because increased workload can result not only in worsened mental health and lower work motivation, but also in worsened learning outcomes, this article explores how teacher-perceived job demands, job resources, and personal resources are related to teachers’ assessment of teaching quality and student engagement during the pandemic. Using the data of 1,422 8th grade teachers in Slovenia from the IEA Responses to Educational Disruptions Survey (REDS) survey, this study also explores the perceived level of support from different institutional actors and the utility of Job demands-resources model for this specific group of workers in a specific work setting. The results show that the teachers of 8th graders in Slovenia perceived a higher level of support from their closest working environment compared to the national bureaucracy. In terms of job demands, the increased workload in preparing the lessons had negative effect on both teaching quality and student engagement, while the reported increase in time spent on direct work with students and social support received (a job resource) contributed positively to both outcome variables. In line with theoretical expectations, personal resources were positive predictors of teaching quality and student engagement in our model. Compared with the initial expectations this study had based on the underlying theoretical model, the results paint a complex relationship between job characteristics and learning outcomes during distance learning. Thus, some of the challenges both teachers and policy-makers face and will continue to face in possible similar situations are discussed.
The COVID‐19 crisis has had severe adverse psychological effects on people globally. Although previous research has shown that mindfulness helps people cope with stressful situations, we do not know ...whether mindfulness can help people cope with the effects of the pandemic. This research examined the effect mindfulness has on emotional exhaustion on the part of employees who work at private international universities in Thailand that are affected by COVID‐19. Grounded in the Conservation of Resources (COR) theory, this research proposed that the level of psychological hardiness mindful employees have mediates the effect of mindfulness in reducing emotional exhaustion. The Job Demands‐Resource (JD‐R) model was used as an additional theory to test the moderating effect of workload, which may reduce the benefit mindfulness has in alleviating emotional exhaustion. Questionnaire survey data were collected from 300 employees at two universities. Data analysis was conducted using partial least squares structural equation modeling, and the model showed that psychological hardiness mediated the effect mindfulness has on emotional exhaustion fully. Further, the analysis supported the moderating role workload plays in suppressing the effect of psychological hardiness on emotional exhaustion significantly. A simple slope analysis indicated as well that the negative association between psychological hardiness and emotional exhaustion was present only in employees with light workloads. By integrating the principle of COR theory with the JD‐R model, this research extended previous research by showing that mindfulness may not help employees cope with stress during an organizational crisis like COVID‐19 when they have to manage a heavy workload.
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