This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.FOLLOWERSHIP STYLES 113 accomplish goals (Kahn, 1990;Romano, 1995;Rothbard, 2001). Individuals who demonstrate active engagement go above and beyond expectations, proactively participate in activities, and provide high-quality work.Active engagement has also attracted a substantial amount of attention recently (Macey & Schneider, 2008). It is considered highly motivational (Schaufeli, Martinez, Marqués-Pinto, Salanova, & Bakker, 2002) and has been linked to increases in health outcomes (Schaufeli & Bakker, 2004) as well as increased job satisfaction, organizational commitment, and decreased turnover (Salanova,
The uses for communication technology continue to grow in the United States. Technology is changing how people collect and share information and is reshaping how people interact with one another. As a result of this transformation, the use of technology has evolved in social work practice. Communication technology is being incorporated into traditional social work practice for administrative and therapeutic purposes. This article will examine a theoretically based direction for the future creation of technologically driven interventions in social work practice and address both the challenges and opportunities communication technology poses for social work practice.
The COVID-19 pandemic has impacted institutions of higher education, and as a result, many educators are now experiencing Zoom fatigue. Institutions of higher education have moved to online or remote learning and are integrating web conferencing tools such as Zoom, WebEx, and Adobe Connect for course delivery. Many educators have reported an overutilization of technology, which has resulted in technostress. Technostress has been shown to affect physical and mental health. As more institutions of higher education move to remote learning, it will require a collective response from educators and from colleges and universities. The purpose of this article is to explore how the technostress model can be used as the framework to provide strategies to recognize and address Zoom fatigue.
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