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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.

Summary This study among 85 individuals used a day reconstruction approach to examine whether workaholism moderates the relationship between daily activities during non‐work time and daily well‐being in the evening (evening happiness, momentary vigor before bedtime, and momentary recovery before bedtime). Specifically, it was hypothesized that daily work‐related activities during the evening have a stronger negative relationship with daily well‐being for employees high (versus low) in workaholism and that daily physical and social activities have a stronger positive relationship with well‐being for employees high (versus low) in workaholism. The results of multilevel analyses largely supported the hypotheses for daily physical and work‐related activities but not for social activities during non‐work time. These findings imply that organizations should not encourage their employees and particularly those who score high on workaholism to work during non‐work time and instead promote physical exercise. Copyright © 2012 John Wiley & Sons, Ltd.

The present study among 65 civil engineers investigates the impact of organizational support for strengths use on weekly work engagement and proactive behaviour. Positive psychology postulates that strengths use makes people feel authentic and efficacious. We argue that employees use these positive psychological states as resources that fuel work engagement and proactive work behaviour. Participants completed a general questionnaire regarding strengths use support, and a weekly quantitative diary questionnaire regarding their strengths use, self-efficacy, work engagement, and proactive behaviour over a period of five consecutive workweeks. In line with the hypotheses, the results of multilevel structural equation analyses showed that organizational strengths use support was positively related to weekly strengths use. Furthermore, the results indicated that weekly strengths use was positively related to weekly work engagement and proactive behaviour, through weekly self-efficacy (sequential mediation). Although strengths use support contributed indirectly to work engagement (mediated by strengths use and self-efficacy), there was no significant indirect relationship with proactive behaviour. Our study indicates that strengths use is associated with employees' levels of self-efficacy, work engagement, and proactive behaviour and that organizations can help employees to use their strengths more often by giving them the opportunity to do what they are good at.

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