Testing Karasek's learning and strain hypotheses on young workers in their first job

Witte, Hans De; Verhofstadt, Elsy; Omey, Eddy

doi:10.1080/02678370701405866

Cited by 81 publications

(101 citation statements)

References 16 publications

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“…Taris and Kompier (2005) conclude that, according to Karasek, this means the learning of new skills and behaviours as well as the effective solution of Fig. 1 The demand-control model (after Karasek 1979) Influencing Work-Related Learningproblems, work commitment and motivation (De Witte et al 2005). In this case, the employee has a great deal of job control and can, in a demanding work situation (high job demands), try out different ways of solving problems at work.…”

Section: Job Characteristics and Work-related Learningmentioning

confidence: 99%

“…It is a matter of how much work has to be done and what time is available in which to do it. A demanding job thus means that someone has to complete a great deal of work within a limited space of time (De Witte et al 2005). Job control (vertical axis) refers to the opportunities which an employee has to satisfy these job demands.…”

Section: Job Characteristics and Work-related Learningmentioning

confidence: 99%

“…Job control (vertical axis) refers to the opportunities which an employee has to satisfy these job demands. These opportunities are represented by the scope the employee has for taking decisions for himself (decision authority) and the scope that exists for making use of his own skills (skill discretion) (De Witte et al 2005).…”

Section: Job Characteristics and Work-related Learningmentioning

confidence: 99%

See 2 more Smart Citations

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Gijbels

Raemdonck

Vervecken

2010

Vocations and Learning

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Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the workrelated learning behaviour of workers. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium). The students in the centre work for 3 days a week and attend school during the other two days. A questionnaire using scales adapted from validated instruments was used. Students were asked to complete the questionnaire with the job in mind they were doing at present. A total of 115 students from different sectors completed the questionnaire. It was assumed that high scores for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support would be associated with more workrelated learning behaviour. All scales had acceptable Cronbach alpha values. The results of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related learning behaviour to a significant extent.

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Section: Job Characteristics and Work-related Learningmentioning

confidence: 99%

Section: Job Characteristics and Work-related Learningmentioning

confidence: 99%

Section: Job Characteristics and Work-related Learningmentioning

confidence: 99%

See 1 more Smart Citation

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Gijbels

Raemdonck

Vervecken

2010

Vocations and Learning

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“…Employees in these jobs are required to live up to high demands, while lacking the sufficient control mechanisms that would enable them to reach the predefined demands. As such, three sub hypotheses can be deduced from this strain hypothesis: two referring to the effects of job demands and job control, and a third one to the joint (additive or interaction) effect between the two variables (De Witte, Verhofstadt, & Omey, 2007). This joint effect can be interpreted both as a combined, additive effect in which the mere combination of high demands and low control is associated to the highest levels of strain.…”

Section: Literature the Karasek Model And The Learning Hypothesismentioning

confidence: 99%

Job design, work engagement and innovative work behavior: A multi-level study on Karasek’s learning hypothesis

Spiegelaere¹,

Gyes²,

Witte³

et al. 2015

mrev

Self Cite

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As employees' behaviour is a crucial factor for organizational success, the question on how to promote the engagement of employees in their work and boost their implication in the innovation process is central for companies. In this article we study this question building on the Karasek model suggesting that employees in jobs with high autonomy and time pressure will be more engaged and more innovative. The results of the multi-level regression analyses confirm that such a combination is associated with high employee innovation. For work engagement, the job autonomy helps in buffering the negative effects of time pressure.

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“…Both the strain and the learning hypotheses have been investigated in longitudinal studies with samples of new employees (Bradley, 2007;De Witte, Verhofstadt & Omey, 2007;Rodríguez et al, 2001;Taris & Feij, 2004). It was theorized that new workers would show a stronger relationship between stressors and strain than more experienced workers (De Witte et al) and that perceptions of the work environment would differ for new workers (Bradley).…”

Section: Applicability To New Workersmentioning

confidence: 99%

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Cotton

2012

cjnl

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The difficulties new nurses experience when first entering acute care work environments have been recognized since Kramer"s seminal work in the 1970s. Despite the implementation of interventions designed to help ease the transition, the literature continues to report that new graduates undergo stress when beginning their careers as nurses. The purpose of this study was to examine the effects of perceived demands, control, social support and self-efficacy on the job stress, job satisfaction and intention to leave of new nurses.The conceptual framework used in the study was Karasek"s (1979) Job DemandsControl-Support (JDC-S) model. This model posits that job demands increase employee stress, but that increasing control can alleviate the negative effects of high demands. Social support and self-efficacy were included in this study as potential moderators of the relationships between demands and control and the outcome variables. This was an exploratory study that utilized a cross-sectional survey was used to gather data. Surveys were mailed to the homes of new nurses working in acute care hospitals across Ontario, Canada.Data were received from 232 new nurses, a response rate of 23.8%. Nurses in the sample had an average of 18.2 months of experience. Data were analyzed using separate hierarchical iii regression models for each dependent variable. The results showed that the main effects of job demands, social support and self-efficacy provided partial support for the JDC-S model when examining job stress, job satisfaction and intention to leave the job. Only self-efficacy was significantly related to intention to leave the profession. There was no evidence of moderating effects of social support or self-efficacy. An understanding of factors in the work environment that influence new nurses may assist in supporting them during the transition. By exploring the effects of demands, control, social support and self-efficacy on new graduates" job stress, job satisfaction and intention to leave, this study may provide direction to nursing leaders who are working new nurses in acute care.iv ACKNOWLEDGEMENTS

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Testing Karasek's learning and strain hypotheses on young workers in their first job

Cited by 81 publications

References 16 publications

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Job design, work engagement and innovative work behavior: A multi-level study on Karasek’s learning hypothesis

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

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