Teachers' work–home interaction and satisfaction with life: the moderating role of core self-evaluations

Nastasa, Monica; Golu, Florinda; Buruiana, Diana; Oprea, Bogdan

doi:10.1080/01443410.2020.1852182

Cited by 7 publications

(9 citation statements)

References 66 publications

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“…This means that teachers who had high levels of workload show lower levels of satisfaction with life. The results align with previous research that emphasized that work overload negatively influences life satisfaction ( De Simone et al., 2014 ; Erdogan et al., 2012 ; Nastasa et al., 2020 ). Previous studies show that workload, directly and indirectly related to the family, affects life satisfaction ( Lee and Shin, 2017 ).…”

Section: Discussionsupporting

confidence: 91%

“…This means that teachers who had high levels of workload show lower levels of satisfaction with life. The results align with previous research J o u r n a l P r e -p r o o f that emphasized that work overload negatively influences life satisfaction (De Simone et al, 2014;Erdogan, Bauer, Truxillo & Mansfield, 2012;Nastasa, Golu, Buruiana & Oprea, 2020).…”

Section: Discussionsupporting

confidence: 90%

“…These findings are consistent with the findings of previous studies indicating that a worker's feelings have a direct impact on his/her degree of satisfaction with life ( Moreta et al., 2018 ). Work overload is known to negatively affect the degree of satisfaction with life ( De Simone et al., 2014 ; Erdogan et al., 2012 ; Nastasa et al., 2020 ). Recent research evidenced that work overload accounts for the second-highest risk among university professors (Pace et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

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Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden

Esteban

Mamani-Benito

Chaparro

et al. 2022

Heliyon

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Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden, HELIYON, https://doi.org/10.1016/ j.heliyon.2021.e08711. This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden

Esteban

Mamani-Benito

Chaparro

et al. 2022

Heliyon

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show abstract

“…The dependent variable (READ) was regressed on the student-level main explanatory variables, high- and low-level of moderators, and the statistically significant interactions simultaneously. Here, the high- and low-level of moderators were computed as 1 standard deviation (SD) above and below the mean of the moderators following common practices (e.g., Cohen & Cohen, 1983; Nastasa et al, 2021). In addition, to display the nature of the investigated moderation effect intuitively, the prediction lines of moderators at different levels were plotted.…”

Section: Methodsmentioning

confidence: 99%

The Relationships Among ICT-Related Psychological Factors, School Contextual Factors and Secondary Students’ Reading Performance: A Multilevel Analysis Across 47 Economies

Xiao

Hew

2022

Journal of Educational Computing Research

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Evolving information and communication technology (ICT) reshapes people’s reading activities by popularizing digital reading. Past studies focused on the relationships between students’ frequency of ICT use and reading performance but neglected the possible interrelationships between students’ ICT-related psychological factors, school contextual factors and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students’ ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools’ contextual variables (schools’ support in ICT devices and schools’ support in teachers’ capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed using three-level hierarchical linear modeling. The results provided support for the SDT by confirming the positive correlations between students’ ICT-related interest, autonomy and competence and reading performance, and the accentuating moderation effect of schools’ contextual factors. However, students’ perceived social interaction in ICT use was negatively correlated with reading performance, and this negative correlation worsened with increasing schools’ support in ICT devices while buffered with increasing schools’ support in teachers’ capacity to use technology.

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“…Finally, the study by Nastasa et al (2021) examined the statistical effect of Romanian school teachers' work-home interaction (a process in which individuals' functioning in one domain influences that in the other; and vice versa) on their life satisfaction. Going beyond the existing work, the authors investigated the moderating role of core self-evaluations in the said relationship.…”

mentioning

confidence: 99%

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

Zhang

2021

Educational Psychology

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Commonly interpreted as knowledge and allied inferential processes ranging from simple forms of perception to complicated forms of reasoning, cognition has long been recognised as one of the three pillars for mental functioning and learning (the other two being emotion and motivation; Moshman, 2020). At the same time, subsequent to the Coleman Report (Coleman et al., 1966) that affirmed the significant roles of family background and peers in students' academic achievement, much research has revealed the importance of teachers in both cognitive and non-cognitive outcomes. Indeed, teachers have been widely acknowledged as a primary type of learning environment in students' learning and performance (Aaronson et al., 2007; Zhang, in press).One might ask: Why is there a need for more research on such a well-established fact that students' cognitive functions and teacher-relevant factors are crucial in human cognitive and non-cognitive outcomes? Within the context of this issue of Educational Psychology, the answer to this question should be evident: Each of the eight articles has examined the relevant phenomena from a nuanced perspective.Allen and Giofr e's ( 2021) study has succeeded in communicating the importance of looking into the specific components of constructs and/or issues under investigation. The authors tested their hypothesis that different working memory components (i.e., verbal and visuo-spatial) would predict different types of mathematical tasks among school children in the United Kingdom. As expected, some mathematics tasks (i.e., counting and understanding numbers; and using and applying mathematics) were more closely associated with verbal working memory, while others (i.e., handling data and understanding shape) were more significantly linked with visuo-spatial working memory.Rapid automatised naming (RAN) had been widely recognised as a fundamental predictor for reading processes. Escobar et al. (2021) hypothesised that even after the effects of some of the key cognitive factors (i.e., inhibition, working memory, phonological awareness, and counting) frequently associated with either RAN or arithmetical fluency are taken into consideration, RAN would still statistically predict arithmetical fluency. Among Chilean first-grade school children, the authors found support for their anticipated relationship. The value of this study lies in its discovery of RAN being a general cognitive variable that is essential not only to reading performance but also to mathematics performance.Hung and Loh (2021) turned their attention to the role of cognitive flexibility, one of the two key components to executive function (the other one being working memory) in metalinguistic skills and reading comprehension. As expected, cognitive flexibility statistically predicted Hong Kong primary school children's performance on both metalinguistic skills and reading comprehension. More importantly, the study has advanced the literature by demonstrating that cognitive flexibility made unique statistical contributions beyond ag...

show abstract

Teachers' work–home interaction and satisfaction with life: the moderating role of core self-evaluations

Cited by 7 publications

References 66 publications

Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden

Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden

The Relationships Among ICT-Related Psychological Factors, School Contextual Factors and Secondary Students’ Reading Performance: A Multilevel Analysis Across 47 Economies

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

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