Occupational Well-being Among University Faculty: A Job Demands-Resources Model

Mudrák, Jiří; Zábrodská, Kateřina; Květoň, Petr; Jelínek, M.; Blatný, Marek; Šolcová, Iva; Machovcová, Kateřina

doi:10.1007/s11162-017-9467-x

Cited by 161 publications

(188 citation statements)

References 55 publications

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“…Even longitudinal data about teachers' occupational well-being revealed significant direct effects of demands (classroom disturbances) on strain (Dicke et al, 2018). However, quantitative demands for university faculty had a relatively weak effect on experienced stress (Mudrak et al, 2018).…”

Section: Job Demandsmentioning

confidence: 94%

“…They may trigger a health impairment process: cause job strain and health complaints (Berthelsen, Hakanen, Westerlund, 2018;Bakker, Demerouti, 2017).The changing nature of work is related to the increase in emotional and psychological demands (Vegchel et al, 2004). It is true and really can be defined as a current challenge for academic workplaces that experience global and national changes (Mudrak et al, 2018). Emotional demands are defined as job demands that require sustained emotional efforts during the interaction with clients.…”

Section: Job Demandsmentioning

confidence: 99%

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Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Stelmokienė

Genevičiūtė-Janonė

Gustainienė

et al. 2019

PED

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The study was oriented to identify the main risk and safety factors for the professional burnout among university teachers in Lithuania. 257 participants filled up a self-administered questionnaire in a cross-sectional survey. 42.8 percent of university teachers in Lithuania indicated that are often or permanently suffering from professional burnout. Quantitative and emotional demands alongside with perceived social support from a supervisor acted as risk factors, and personal resources and social support from colleagues – assafety factors for the professional burnout.

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Section: Job Demandsmentioning

confidence: 94%

Section: Job Demandsmentioning

confidence: 99%

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Stelmokienė

Genevičiūtė-Janonė

Gustainienė

et al. 2019

PED

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“…On the other hand, individuals with higher job satisfaction are more likely to be engaged in work. Previous research results found that job satisfaction is positively associated with work engagement (Brough and Biggs, 2015;Mudrak et al, 2017). That is, when individuals' socio-emotional needs are met and they are satisfied with their work, they devote themselves to that work in a more active and fuller state of mind and are able to realize their work value.…”

Section: Job Satisfaction As a Mediatormentioning

confidence: 98%

The Influence of Job and Individual Resources on Work Engagement Among Chinese Police Officers: A Moderated Mediation Model

et al. 2020

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Background: The work engagement of police officers pertains to social stability and security, as well as to the orderly operation of the political-economic environment. Although there are many studies on work engagement at present, few studies focus on the influencing factors of police officers' work engagement. According to the job demands-resources model and the conservation of resources theory, job resources (e.g., perceived organizational support) and personal resources (e.g., regulatory emotional self-efficacy) are important factors influencing work engagement. We assume that a moderated mediation model, in which job satisfaction plays a mediating role in the relationship between perceived organizational support and work engagement, regulatory emotional self-efficacy moderates not only the relationship between perceived organizational support and job satisfaction but also the relationship between job satisfaction and work engagement. Objective and Method: This study explores the drivers of work engagement through perceived organizational support and regulatory emotional self-efficacy among Chinese police officers using a convenient sampling method to administer a questionnaire to 744 Chinese police officers. A mediated model is proposed to investigate the mediating role of job satisfaction and the regulating role of regulatory emotional self-efficacy. Results: Job satisfaction mediated a positive relationship between organizational support and work engagement, and the perceived organizational support-job satisfaction and the job satisfaction-work engagement relationships were positively moderated by regulatory emotional self-efficacy, such that these relationships were stronger at higher levels of regulatory emotional self-efficacy. These findings have a practical significance for Chinese police officers' work engagement advancement.

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“…Estos cambios se han traducido en nuevas presiones y desafíos para los académicos en las universidades, entre los que se incluyen requerimientos más elevados de productividad científica, formación académica y pedagógica e innovación tecnológica (García, Iglesias, Saleta y Romay, 2016;Unda, Uribe, Jurado, García, Tovalín y Juárez, 2016;Watts y Robertson, 2011). En este sentido, numerosos autores reconocen que las elevadas demandas cognitivas (las que se derivan del desempeño de tareas complejas, que requieren altos niveles de concentración y precisión) y emocionales (las que emergen de los requerimientos de interacción y vinculación emocional con diferentes actores, tales como estudiantes, directivos, colegas y subordinados) a las que deben hacer frente los académicos durante el ejercicio de su rol han convertido la profesión académica en una ocupación muy estresante (Fredman y Doughney, 2012;Kinman y Wray, 2013;Llorens, Cifre, Salanova y Martínez, 2003a;Llorens, García-Renedo, Salanova y Cifre, 2003b;Mudrak et ál., 2017;Salanova, Martínez y Lorente, 2005).…”

Section: Introductionunclassified

“…. Riesgos psicosociales en docentes universitarios en IberoaméricaLas elevadas demandas cognitivas y emocionales a las que deben hacer frente los docentes universitarios durante el devenir de su carrera han convertido la profesión académica en una de las más estresantes(Kinman y Wray, 2013;Mudrak et ál., 2017; Salanova et ál., 2005; Fredman y Doughney, 2012). En una investigación documental,Botero (2012) identifica diversos factores del trabajo que parecieran afectar a los docentes universitarios latinoamericanos.…”

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Propiedades psicométricas del Cuestionario de Riesgos Psicosociales Copsoq- Istas 21 y aplicación en docentes universitarios argentinos

Pujol-Cols

Arraigada

2018

Cuad Adm.

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En este artículo se examinan, primero, las propiedades psicométricas de la versión corta del Copsoq-Istas 21 (1.5) y, segundo, la prevalencia de seis factores de riesgo psicosocial, en una muestra de 175 docentesuniversitarios argentinos. Los resultados revelan que el instrumento observa una confiabilidad aceptable, con excepción de la sub-escala de doble presencia. Si bien los hallazgos de este estudio brindan soportea un modelo compuesto por seis factores latentes, la obtención de resultados poco satisfactorios en las pruebas de validez convergente y discriminante sugiere la necesidad de rediseñar el instrumento con elpropósito de mejorar su validez de constructo. Finalmente, los análisis practicados revelan una prevalencia elevada de doble presencia, exigencias psicológicas e insuficiente estima en los docentes participantes.

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Occupational Well-being Among University Faculty: A Job Demands-Resources Model

Cited by 161 publications

References 55 publications

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

The Influence of Job and Individual Resources on Work Engagement Among Chinese Police Officers: A Moderated Mediation Model

Propiedades psicométricas del Cuestionario de Riesgos Psicosociales Copsoq- Istas 21 y aplicación en docentes universitarios argentinos

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