While the academic literature acknowledges that workaholism may result from individual characteristics as well as from environmental factors, little is known about the joint impact o f these two kinds o f antecedents. The present study explores whether the interaction between the perception o f an overwork climatein the workplace and person characteristics (i.e., achievement motivation, per fectionism, conscientiousness, self-efficacy) may foster workaholism. Data were collected on a sample o f 333 Dutch employees. The results o f moderated regression analyses fully supported our hypotheses and showed that the inter action between an overwork climate and person characteristics is related to workaholism. More specifically, our results revealed a significant increase in workaholism when employees both possessed person characteristics that predis pose them toward workaholism and perceived an overwork climate in their workplaces. In addition, conscientiousness and self-efficacy were related to workaholism, but only in interaction with the presence o f an overwork climate. These results contribute to the ongoing conceptualization o f workaholism by demonstrating empirically that a work environment characterized by an over work climate may foster workaholism, especially fo r those high in achievement motivation, perfectionism, conscientiousness, and self-efficacy.

By utilizing a three-wave longitudinal design, the present study tested the motivational process of the Job Demands-Resources model among Italian schoolteachers (N ¼ 104). Specifically, it aims to test how job resources, self-efficacy and work engagement are related over time. Results of structural equation modelling analysis showed that the model with reciprocal relationships between resources and work engagement exhibited the best fit with the data. Job resources and self-efficacy had a short-(4 months) and longer term (8 months) lagged effect on work engagement, but the reverse pattern was true as well: Work engagement had a shortand long-term lagged effect on job resources and self-efficacy. These findings suggest that is important to think in terms of reciprocity: Resourceful environments and self-efficacy beliefs mean engaged teachers, and vice versa.

Although the construct of work engagement has been extensively explored, a systematic meta-analysis based on a consistent categorization of engagement antecedents, outcomes, and well-being correlates is still lacking. The results of prior research reporting 533 correlations from 113 independent samples ( k = 94, n = 119,420) were coded using a meta-analytic approach. The effect size for development resources ( r = .45) and personal resources ( r = .48) was higher than for social resources ( r = .36) and for job resources ( r = .37). Among the outcomes and well-being correlates explored, the effect size was highest for job satisfaction ( r = .60) and commitment ( r = .63). Furthermore, moderation analysis showed that (a) concerning the occupational role, work engagement finds a low association with turnover intention among civil servants, volunteer workers, and educators; (b) collectivist cultural environments reported a greater association of feedback with engagement than individualistic environments; (c) the relationship between personal resources and engagement was stronger among workers with university degrees than workers with high school diplomas. Furthermore, the absorption dimension showed a lower effect with all variables under investigation than vigor and dedication.

Purpose -This study aims to investigate school principals' well-being by using the job demands-resources (JD-R) model as a theoretical framework. It aims at making a significant contribution to the development of this model by considering not only job demands and job resources, but also the role of personal resources and personal demands as predictors of work engagement and burnout. In particular, it was hypothesised that job demands may mediate the relationship between workaholism and burnout, whereas job resources may mediate the relationship between self-efficacy and work engagement and burnout. Design/methodology/approach -A survey study was conducted. In total, 224 school principals (67 percent women) during training activities completed a questionnaire. Findings -The results of SEM analyses largely supported the hypotheses by showing that personal variables operate as initiators of health impairment and motivational processes.Research limitations/implications -The study lends support to the literature on individual resources that underlines the role that personal resources play in work engagement and burnout. It contributes to the JD-R model by highlighting the role of personal demands (i.e. workaholism), which has an effect on the development of burnout in school principals. Practical implications -The implications of these findings for interventions aimed at the promotion of school principals' well-being are discussed. Originality/value -This study advances the understanding of the role played by personal resources and personal demands in the job demands-resources model. The value added is represented by the study of workaholism as personal demand, which in turn influences job demands and also the health impairment it triggers.

Purpose-The purpose of this paper is to evaluate whether employees' tendency to work excessive hours is motivated by the perception of a work environment that encourages overwork (overwork climate). Thus, this study introduces a self-report questionnaire aimed at assessing the perception of a psychological climate for overwork in the workplace. Design/methodology/approach-In Study 1, the overwork climate scale (OWCS) was developed and evaluated using principal component analysis (n ¼ 395) and confirmatory factor analysis (n ¼ 396). In Study 2, the total sample (n ¼ 791) was used to explore the association of the overwork climate with opposite types of working hard (work engagement and workaholism). Findings-Two overwork climate dimensions were distinguished, namely, overwork endorsement and lacking overwork rewards. The lack of overwork rewards was negatively associated with engagement, whereas workaholism showed a strong positive association with overwork endorsement. These relationships remained significant after controlling for the impact of psychological job demands. Research limitations/implications-The findings rely on self-report data and a cross-sectional design. Practical implications-The perception of a work environment that encourages overwork but does not allocate additional compensation seems to foster workaholism. Moreover, the inadequacy of overwork rewards constitutes a lack of resources that negatively affect employees' engagement. Originality/value-This study represents one of the first attempts to develop a questionnaire aimed at assessing a psychological climate for overwork and to explore whether the perception of this type of climate may be significantly related to workaholism and work engagement.

The purpose of the present study was to examine longitudinal relationships between work engagement and mental-health problems, job satisfaction, and extra-role performance (traditionally considered as work-engagement "outcomes") in terms of reciprocal causality. On the basis of the Conservation of Resources theory, the Broaden-and-Build theory, and previous studies, we hypothesized that the relationships between work engagement and such variables are reciprocal over time. The study was conducted among 157 schoolteachers, and the time lag was of five months on average. Results of structuralequation-modelling analysis showed that the model with reciprocal relationships exhibited the best fit with the data. Specifically, work engagement at T1 predicted mental-health problems, job satisfaction, and organizational citizenship behaviours at T2. Moreover, T1 mental-health problems were negatively related to T2 work engagement, whereas T1 job satisfaction and T1 organizational-citizenship behaviours were positively related to T2 work engagement. Overall, our findings provide evidence for a reciprocal influence between engagement and these constructs, meaning that none of them can be considered as only a cause or only a consequence.

Workplace bullying is considered by the European Agency for Safety and Health at Work one of the emerging psychosocial risk factors that could negatively affect workers' health. Thus, the aim of this study was to analyze the process that leads from bullying to negative health (such as musculoskeletal disorders (MSDs)), testing the mediating role of job-related strain. Data were collected on 512 workers (62.9% female; mean age = 43.6 years) of a retail chain who filled in a self-report questionnaire after a one-hour training session on work-related stress. Data analyses were performed controlling for potentially confounding variables (i.e., gender, age, organizational role, type of contract, and perceived physical job demands). Preacher and Hayes analytical approach was used to test the indirect relationship between bullying and MSDs. Results showed that work-related strain mediates the relationship between bullying and MSDs considered (low back, upper back, and neck) except for MSDs of the shoulders. Our study confirms the role played by bullying and job-related strain in determining workers' MSDs.

The authors explored the effects of a structured‐group career intervention among 280 Italian high school students. Hierarchical linear models indicated the intervention's effectiveness in increasing career decision‐making self‐efficacy and, consequently, career exploration, but not in decreasing career choice anxiety. In addition, partial confirmation was found for the moderating effects of participants' expectations and motivation to change on the relationship between career decision‐making self‐efficacy and career choice anxiety. The findings support the development of a systematic vocational guidance program in Italian schools.