The Role of Resources and Flow at Work in Well-Being

Zito, Margherita; Cortese, Claudio Giovanni; Colombo, Lara

doi:10.1177/2158244019849732

Cited by 29 publications

(36 citation statements)

References 63 publications

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“…Studies based on the broaden-and-build theory indicated that positive emotions at work contribute to positive outcomes, including enduring personal resources (such as work engagement, positive beliefs, creativity, and effective coping strategies), social outcomes (such as good relationships at work and cooperation), and job performance (see, for review, Diener et al, 2020). In general, positive emotions have been positively associated with work well-being, self-efficacy, hope, optimism, adaptive coping, resilience, job satisfaction, emotional intelligence, creativity, and flow at work (Parke et al, 2015;Siu et al, 2015;Gloria and Steinhardt, 2016;Zito et al, 2019). In contrast, existing studies reported negative relationships between positive emotions and stress symptoms, turnover intentions, maladaptive coping, depression, and anxiety (Siu et al, 2015;Gloria and Steinhardt, 2016).…”

Section: Benefits Of Teachers' Positive Emotionsmentioning

confidence: 99%

“…Similarly, the happy-productive-worker theory conceptualizes positive emotions as antecedents of work engagement and satisfaction (see for review García-Buades et al, 2019 ). Organizational studies indicated that positive emotions have been positively associated with self-efficacy, hope, optimism, job satisfaction, and flow at work ( Siu et al, 2015 ; Zito et al, 2019 ). Another line of research considered that an important predictor of well-being and flourishing is the balance between positive and negative affect (i.e., positivity ratio) ( Fredrickson and Losada, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

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Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Rusu

Colomeischi

2020

Front. Psychol.

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Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants' well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.

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Section: Benefits Of Teachers' Positive Emotionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Rusu

Colomeischi

2020

Front. Psychol.

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“…However, studies also show that whether a potential flow experience comes to full bloom or is prematurely cut short is to a substantial extent determined by the organizational environment (Nakamura & Csikszentmihalyi, 2002). With respect to organization-related factors that enhance flow, prior research has coined organizational resources (Salanova et al, 2006;Zito et al, 2019;van Oortmerssen et al, 2020), motivating job characteristics (Demerouti, 2006), and autonomy level (Fullagar & Kelloway, 2009;Fagerlind et al, 2013).…”

Section: Work-related Flowmentioning

confidence: 99%

Set your mind on it: The mediating role of mindset in the relationship between a learning-from-error climate and work-related flow

et al. 2021

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This study aims to investigate whether and how a learning-from-error climate is associated with work-related flow experiences by employees. Drawing on the tenets of Job Demands-Resources theory, we propose that this relationship is mediated by a work-related growth mindset. The study tests a mediation model by conducting structural equations modelling. Data were gathered in two waves from 159 employees within a Dutch financial organization. Results demonstrate that work-related mindset significantly mediates the relationship between a learning-from-error climate and work-related flow. In this study, we address the call for studies that empirically assess the influence of organizational climate on work-related flow in a multiwave study design. Specifically, we highlight the relevance of understanding how individual dispositions can shape the effects of a learning-from-error climate on work-related flow.

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“…Personal resources like self efficacy and optimism are assumed to influence job resources and work engagement and in return job resources influence the personal resources 12 . Personal resources like self efficacy and job competency have positive effects on work engagement, well being and positive emotions of employee 13 . In the present study, self-efficacy has been regarded as one of the personal resources.…”

Section: Introductionmentioning

confidence: 99%

“…In educational institute, Job resources for teachers like autonomy and variety of work has positive effect on FaW and Job demands like workload doesn't show any significant relation with FaW 17 . Job resources and personal resources like self efficacy and competency are positively related and leads to positive emotions in nurses in emotionally challenging environment 13 .…”

Section: Introductionmentioning

confidence: 99%

Flow among Scientists A Job Demands Resources Perspective

2020

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The study was conducted to investigate the relationship of flow at work of scientists with their job demands, job resources and personal resources. 64 scientists comprised the sample. Personal data sheet, work-related flow inventory, general self-efficacy scale and Copenhagen psychosocial questionnaire (second version) were the instruments used in the study. Descriptive statistics, t-test, ANOVA, correlation analysis and hierarchical regression were the statistical techniques used. The results of the study suggested that scientists of various age-groups and length of service did not differ from each other on job demands, job resources, personal resources and flow at work. It was also found that flow at work was significantly positively related to job resources and personal resources but not significantly related to job demands. Job resources and personal resources were found to be significant positive predictors of flow at work whereas job demands were not found to have a significant impact on flow at work.

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The Role of Resources and Flow at Work in Well-Being

Cited by 29 publications

References 63 publications

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Set your mind on it: The mediating role of mindset in the relationship between a learning-from-error climate and work-related flow

Flow among Scientists A Job Demands Resources Perspective

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