Worry and Media Use Behavior during COVID-19 Pandemic

Kar, Brajaballav; Kar, Shreyan; Kar, Nilamadhab

doi:10.37534/bp.jhssr.2022.v4.ns.id1193.p89

Cited by 5 publications

(9 citation statements)

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“…This finding agrees with Bartz et al (2017) that verbal appreciation alone does not motivate Generation Y teachers because of the equal value these individuals attach to money. In line with McClelland's theory (1961) and Kar (2018)'s model of managing Generation Y employees, paying attention to the achievement needs of Generation Y teachers through different managerial practices like support for innovation and public recognition contributes to Generation Y teacher retention. However, in the context of this study, these have to be spiced up with monetary rewards.…”

Section: Achievement Needs Management and Generation Y Teacher Retentionmentioning

confidence: 88%

“…A review of available research indicated that Generation Y teachers are not only known for being innovatively productive, but also tech-savvy and fun-loving people, however with lots of demands on their employers, hence difficulty in retaining them for long (Brown, 2018;Kar, 2018;Mokoena, 2016;Polat et al, 2019;Younas & Bari, 2020). These attributes explain why Generation Y teacher turnover is quite high in educational institutions in such countries as USA, Pakistan and South Africa (Akram & Bilal, 2013;Behrstock & Clifford, 2009;Pitsoe, 2013).…”

Section: Review Of Literaturementioning

confidence: 99%

“…The study was guided by the conceptual framework in Figure 1, which was adapted from McClelland's needs theory and model of managing Generation Y employees by Kar (2018).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Thus, it is not enough simply to give these teachers 'empty' promotions or offices; the promotions must also be of 'tangible' (pecuniary) value. Going back to McClelland's theory (1961) and Kar (2018)'s model of managing Generation Y employees, satisfying Generation Y teacher's power needs like promoting them and exposing them to career growth seems to make sense to Generation Y teachers only when such practices are accompanied with monetary allowances. It is like 'money' is 'the real' power need of these teachers.…”

Section: Power Needs Management and Generation Y Teacher Retentionmentioning

confidence: 99%

“…Lastly, the need for affiliation reflects the desire to have close friendly relationships with others at work (Mulder, 2015;Younas & Bari, 2020). Kar (2018)'s model (of managing Generation Y employees) was also borrowed from because it cherishes Generation Y employee characteristics such as a high ambition for positions, innovation, teamwork, feedback, fun and participatory leadership, which rhyme well with McClelland's needs theory (Dayna, 2018). It was thought that combining such a theory and model would go far in finding answers to the Generation Y teacher attrition problem, which reigns high in Uganda today (Kimuli, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Teacher Needs Management and Retention of Generation Y Teachers in Private Secondary Schools in Mukono District, Uganda

Wamala¹,

Genza

2022

MJESTP

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First-class employees are a rare species. Once found, retaining them is a big challenge, particularly if they belong to the Generation Y age group. Reports show that many Generation Y teachers are deserting private secondary schools for greener pastures elsewhere. This study enquires into the relationship between teacher needs management and retention of Generation Y teachers in private secondary schools of Mukono District (Uganda). The study employs a cross-sectional survey design. Data were collected using a questionnaire, interview guide, and documentary review checklist. Results reveal that the three needs management areas have a significant and positive correlation with the retention of Generation Y teachers. However, only achievement needs management was strongly correlated. The study concludes that as far as the retention of Generation Y teachers is concerned, affiliation and power needs management play only an ancillary role. Achievement needs seem to house the ‘magic bullet’- particularly if accompanied by monetary rewards. Thus, for the retention of Generation Y teachers, schools should devise prompt monetary reward practices as a generation-specific retention strategy.

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Section: Achievement Needs Management and Generation Y Teacher Retentionmentioning

confidence: 88%

Section: Review Of Literaturementioning

confidence: 99%

“…The study was guided by the conceptual framework in Figure 1, which was adapted from McClelland's needs theory and model of managing Generation Y employees by Kar (2018).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Power Needs Management and Generation Y Teacher Retentionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teacher Needs Management and Retention of Generation Y Teachers in Private Secondary Schools in Mukono District, Uganda

Wamala¹,

Genza

2022

MJESTP

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Psychological Effect of the COVID-19 Pandemic on Nursing Students: Palestinian Perspective

Abu Liel

2023

SAGE Open Nursing

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Introduction COVID-19 has had an important effect on nursing students, with some having their clinical practice cancelled or suspended and others suffering from the virus. Objective The purpose of this study was to assess the psychological status in terms of stress, anxiety, and depression of nursing students during COVID-19 pandemic. Methods The study was cross-sectional, carried out by a convenience sample of 320 participants of nursing students between May and June 2020. Data collection was performed by “Depression Anxiety Stress-21 Scale” (DASS-21). Results The results revealed that 78 (24.3%) of participants reported stress; 121 (37.8%) reported anxiety; and 72 (22.5%) reported depression. Also, grade and socioeconomic status had statistically significant effect on anxiety, stress, and depression. In addition, age had statistically significant effect on depression, place of residence had statistically significant effect on anxiety, and gender had statistically significant effect on stress. Conclusion The study confirmed an alarming number of nursing students who experienced anxiety, stress, and depression. This study serves as an evidence concerning nursing students’ mental health issues as a consequence of the COVID-19 pandemic.

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State of mental health, sleep status, and the interaction with health-related quality of life in HIV-infected Chinese patients during the COVID-19 pandemic

Du,

Li,

Liang

et al. 2024

BMC Public Health

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Objective To describe how mental health and sleep status influence the health-related quality of life (HRQOL) of people living with HIV/AIDS (PLWHA) during the novel coronavirus disease 2019 (COVID-19) pandemic, and to apply targeted interventions to improve the HRQOL. Methods A web-based online questionnaire survey was administered. Descriptive analysis was used to depict the mental health and sleep status. Correlation analysis and the structural equation model (SEM) method were used to analyze the influence of mental health and sleep status on HRQOL in PLWHA. Results After excluding 24 unqualified questionnaires, a total of 490 participants in this survey were included in the statistical analysis. Of the participants, 66.1% and 55.1% reported mild or worse symptoms of depression and anxiety, respectively. Overall, 70.0% had varying degrees of sleep problems. Correlation analysis showed that anxiety had the strongest correlation with sleep disturbances and sleep quality (R = 0.588 and 0.551, respectively), while depression had the strongest correlation with the HRQOL psychological and physical domains (R = − 0.759 and − 0.682, respectively). SEM analysis showed that depression, sleep quality, and psychological domains had the greatest item load on mental health, sleep status, and HRQOL (093, 0.82, and 0.89, respectively). Mental health had a more significant influence than sleep status on HRQOL, as indicated by factor loading (− 0.75 and − 0.15, respectively). Conclusions There were more severe mental health and sleep problems among PLWHA during the COVID-19 pandemic, thus, mental health intervention, especially to relieve depression symptoms, may be the most important approach to improve the HRQOL among PLWHA.

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Worry and Media Use Behavior during COVID-19 Pandemic

Cited by 5 publications

References 0 publications

Teacher Needs Management and Retention of Generation Y Teachers in Private Secondary Schools in Mukono District, Uganda

Teacher Needs Management and Retention of Generation Y Teachers in Private Secondary Schools in Mukono District, Uganda

Psychological Effect of the COVID-19 Pandemic on Nursing Students: Palestinian Perspective

State of mental health, sleep status, and the interaction with health-related quality of life in HIV-infected Chinese patients during the COVID-19 pandemic

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