How personal resources predict work engagement and self-rated performance among construction workers: A social cognitive perspective

Lorente, Laura Monsalve; Salanova, Marisa; Martínez, Isabel María Martínez; Vera, María

doi:10.1002/ijop.12049

Cited by 74 publications

(86 citation statements)

References 22 publications

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“…Personal resources have been indentified as the most crucial determinants of work engagement together with job resources based on the JD-R model (Lorente et al 2014;Xanthopoulou et al 2009). Individuals high in self-efficacy are more inclined to invest energy, feeling and times in their practice work (Salanova et al 2011;Vera et al 2014;Xanthopoulou et al 2013).…”

Section: The Three-path Mediating Effect Of Self-efficacy and Work Enmentioning

confidence: 98%

Proactive Personality and Job Satisfaction: the Mediating Effects of Self-Efficacy and Work Engagement in Teachers

et al. 2015

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Proactive personality has been demonstrated to be positively correlated with individual's job satisfaction in addition to big five traits. However, what is less clear are the intervening mechanisms underlying this relationship, the present study examined the mediating effects of self-efficacy and work engagement on the association between proactive personality and job satisfaction. Three hundred and fifty-two (194 females and 158 males) primary and middle school teachers completed the proactive personality scale, the teachers' self-efficacy scale, the work engagement scale and the short-form Minnesota job satisfaction questionnaire. Results revealed that proactive personality was positively related to teachers' job satisfaction. In addition, mediation analyses showed that the relation between proactive personality and teachers' job satisfaction was simple mediated by selfefficacy and work engagement and sequentially mediated by self-efficacy-work engagement. These findings contribute to the complex nature of the relationship between proactive personality and job satisfaction. The possible explanations and limitations are briefly discussed.

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Section: The Three-path Mediating Effect Of Self-efficacy and Work Enmentioning

confidence: 98%

Proactive Personality and Job Satisfaction: the Mediating Effects of Self-Efficacy and Work Engagement in Teachers

et al. 2015

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“…Another study (Day et al, 2006) found that beginning teachers' main focus is on developing work efficacy and commitment, middle-aged teachers focus on balancing work and personal life while 25% of teachers become demotivated from their work, and high school teachers in their senior years lose work motivation even more. On the other hand, regardless of working age several studies (Lorente et al, 2014, Lee & Ok, 2015 have found strong correlation between work motivation and working conditions and resources. According to Assor et al (2002) schools' resources and structure can limit teachers' chances to provide students with appealing and significant tasks.…”

Section: The Effect Of Age and Subjectmentioning

confidence: 97%

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

Näkk¹,

Timoštšuk²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Estonian teachers believe in active teaching methods but do not use them as often as reported, experienced teachers use autonomy supportive and structured teaching methods more than beginning teachers. The aim of this study was to examine teachers' self-reports of their instructional methods -autonomy supportive and structured teaching, and explore its relationship with subject field and age. Two research questions were set: how teachers' self-report their instructional methods, and how subject and teachers' age is related with their self-reports about instructional methods. Data was collected from 670 self-reports from middle and high school teachers across Estonia. The results revealed that overall teachers self-reported high use of autonomy supportive and structured teaching methods, with some age and subject field variances. The results confirm previous findings about Estonian teachers' high self-reported active teaching methods -autonomy supportive and structured teaching. Further studies should be conducted to compare teachers' self-reports and their classroom practices in their lessons. This information can be useful to improve pre-service and in-service teacher education.

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“…Both theory (e.g., Ajzen & Fishbein, 1980; Godin & Kok, ) and empirical research (e.g., Bagozzi, ; Cooke & Sheeran, 2004; Gollwitzer & Sheeran 2006) have shown the connection between appraisal, intentionality, and behavior. With the advent of appraisal models being used in employee engagement studies (e.g., Lin, Wu, Chen, & Chen, ; Lorente, Salanova, Martinez, & Vera, ; Nimon & Zigarmi, ; Roberts & Zigarmi, ; Zigarmi & Roberts, ), the WII‐SF has the opportunity to support empirical research that seeks to examine intentionality as a proxy for behaviors that are theoretically related to the state of employee engagement as formed through the cognitive appraisal of the work environment. The WII‐SF may also contribute to future research which seeks to test theory that seeks to explain outcomes associated with employee engagement.…”

Section: Contributions To Theory and Literaturementioning

confidence: 99%

Development of the Work Intention Inventory Short–Form

Nimon

Zigarmi²

2015

New Horizons in Adult Education and Human Resource Development

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The Work Intention Inventory (WII: Zigarmi, Nimon, Houson, Witt, & Diehl, 2012) was designed to assess five measures of work intention. Measuring employee intentions is important to consider when evaluating outcomes associated with employee engagement or work passion as research indicates intentions are strong predictors of behavior. Following scale reduction procedures developed by Stanton, Sinar, Balzer, and Smith (2002), we used inter‐item covariance matrices from Zigarmi et al. (2012) and data resulting from the field test of the WII‐Short Form (WII‐SF) in a manufacturing company to develop a short form of the WII and provide initial evidence of construct validity. There is preliminary evidence to indicate that the WII‐SF may offer practitioners and researchers an efficient way to reliably and validly assess employee work intentions

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How personal resources predict work engagement and self-rated performance among construction workers: A social cognitive perspective

Abstract: PostprintCita bibliográfica / Cita bibliogràfica (ISO 690): LORENTE, Laura, et al. How personal resources predict work engagement and self-rated performance among construction workers: A social cognitive perspective.

Cited by 74 publications

References 22 publications

Proactive Personality and Job Satisfaction: the Mediating Effects of Self-Efficacy and Work Engagement in Teachers

Proactive Personality and Job Satisfaction: the Mediating Effects of Self-Efficacy and Work Engagement in Teachers

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

Development of the Work Intention Inventory Short–Form

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