Search Results (428)

High-involvement work systems (HIWSs) have been an important organisational aspect in increasing employee job performance. However, the high-involvement work system is often looked at collectively using one dimension instead of through the individual dimensions of the work system. Using the power, information sharing, rewards, and knowledge (PIRK) model, the present cross-lagged study aims to examine the influence of the individual dimensions of the PIRK model on employees’ opportunities for skill development and emotional job demands, subsequent quality of work (QoW) and the processes involved. This quantitative cross-lagged study involved 120 New Zealand (NZ) employees (80.8% female; mean age = 32.4 years) from various industries. The results showed a significant positive effect of opportunities for skill development on employees’ QoW. In addition, the four dimensions of the PIRK model had significant positive effects on opportunities for skill development. However, only the information-sharing and knowledge dimensions produced a significant negative effect on emotional job demands. Opportunities for skill development mediated the relationship between the four dimensions of the PIRK model and employees’ QoW, whereas emotional job demands only mediated the relationship between the information-sharing and knowledge dimensions of the PIRK model and employees’ QoW. This study contributes to the limited cross-lagged and longitudinal research on human resource work systems and provides empirical evidence on the role of the organisational work system in supporting employee QoW through opportunities for skill development and emotional job demands. Full article

Background/Objectives: This study aimed to assess technostress and burnout levels among healthcare practitioners, explore the relationships between technostress, perceived organizational support (POS), and burnout, and examine whether POS mediates this relationship using a suppression approach. The rapid proliferation of digital health technologies has increased technology-related job demands in healthcare settings. Technostress has become a major psychological risk factor associated with burnout, but evidence for its direct effects is inconsistent. Although organizational resources, especially perceived organizational support, might moderate this relationship, the underlying mechanism is not well understood, particularly in the context of rapidly digitalizing healthcare systems like Saudi Arabia’s. Methods: This was a cross-sectional, multicenter, descriptive-correlational study with a sample of 150 healthcare professionals conveniently selected from clinical settings in Saudi Arabia. Technostress Creators Scale, Copenhagen Burnout Inventory and Perceived Organizational Support Scale were used for data collection. Statistical analyses included Pearson correlations, multiple regression, bootstrap mediation analyses, and structural equation modeling. Results: Moderate levels of technostress were observed across all dimensions (M = 2.87–3.42). POS was positively related to technostress (r = +0.36, p < 0.001) and negatively related to burnout (r = −0.54, p < 0.001). The bivariate relationship between technostress and burnout was nonsignificant (r = −0.06, p = 0.437). Mediation analysis showed a significant negative indirect effect through POS (β = −0.19, p = 0.002) and a significant positive direct effect (β = +0.14, p = 0.019), indicating an inconsistent mediation (suppression effect). Structural equation modelling demonstrated excellent model fit consistent with a just-identified model. Conclusions: The findings suggest that the observed statistical associations are consistent with a suppression mediation model in which technostress was positively associated with burnout while also being associated with higher perceived organizational support, which in turn was negatively associated with burnout. POS plays a critical protective role but does not fully offset the harmful associations of technostress. Healthcare organizations should implement proactive support strategies, including continuous technical support, structured digital training, and active managerial engagement, to manage technostress and reduce burnout risk. Full article

Drawing on the personal-resource logic of the Job Demands–Resources (JD–R) model, this study examines emotional intelligence (EI) not as a single global trait but as a differentiated set of self-regulatory resources associated with distinct burnout dimensions. Using cross-sectional, self-report data from higher-education instructors (N = 292; complete-case N = 161–185 for the multivariable models), EI was assessed with the Bar-On Emotional Quotient Inventory and burnout with the BO-SE Burnout Screening Scales (mental, emotional, physical, and social exhaustion, plus an aggregated index); hierarchical regression, relative-importance analysis, and bootstrapped indirect-effect models were estimated. Overall EI was negatively associated with all burnout dimensions. At the component level, intrapersonal skills and stress management (stress tolerance and impulse control) were the two most consistent correlates, with complementary coverage—stress management most consistent for mental, emotional, and physical exhaustion, and intrapersonal skills strongest for mental and emotional exhaustion—while general mood was specific to physical exhaustion; associations survived false discovery rate correction. General mood and stress-management capacity statistically accounted for part of these associations in exploratory indirect-effect models. Because the design is cross-sectional and based on a single self-report method, findings are interpreted as associations and statistical indirect effects rather than causal mechanisms. The findings are consistent with a differentiated resource interpretation of EI in emotionally demanding work, but they do not establish causal mechanisms or temporal ordering. Full article

Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC. Full article

Parents play a central role in their child’s school outcomes. For working parents, however, particularly those working low-wage jobs, managing work and family demands is a constant and often overwhelming reality that can have significant and adverse effects on engagement with family and children. Much of our understanding of the relationship between parental work and child school outcomes, however, has been limited to broad contextual factors (e.g., income level, time). As articulated through Bioecological theory, the context through which children’s school outcomes may be influenced is layered and multifactorial. The Job Demands-Resources model and spillover-crossover model of the work-family interface provide a theoretical lens through which we can examine how direct work factors, as well as parental efforts to navigate the work-family interface, impact child school outcomes. The purpose of this paper is to explicate the integration of Bioecological theory and Spillover-crossover theory to provide a framework for examining these factors and to highlight several areas in the work-family literature that are ripe for exploration of their role in child school outcomes. For children of parents working low-wage jobs, the detrimental effects of parent work factors on parent–child interactions and child outcomes are particularly salient. By leveraging work-family theory and established literature on parental involvement, this review provides an interdisciplinary approach to understanding the link between the systems that shape parent experiences (i.e., their work roles) and child cognitive and academic outcomes. Full article

Background: Psychosocial well-being at work is a multidimensional construct associated with employee health, organizational functioning, sustainable workforce development, and population mental health. However, few theoretically integrated instruments simultaneously assess work-related resources, job demands, psychosocial risks, and employee subjective well-being. This study aimed to develop and conduct the initial validation of the Multidimensional Psychosocial Work Environment Scale for Employed Persons (MPWES), grounded in the OECD well-being framework, the WHO-5 conceptual approach, and the Job Demands–Resources model. Methods: Scale development involved theory-driven identification of psychosocial dimensions, item generation, content and face validity assessment, and stepwise psychometric evaluation. Content validity was assessed using the Content Validity Index, and face validity using the Face Validity Index. The hypothesized structure was examined using confirmatory factor analysis. Internal consistency was evaluated using Cronbach’s alpha and McDonald’s omega, while convergent and discriminant validity were assessed using Average Variance Extracted, Composite Reliability, and inter-factor correlations. Results: The proposed measurement model comprised ten dimensions: Subjective Well-Being, Inclusion, Social Support, Workplace Harassment, Work Intensity, Work-related Psychosomatic Strain, Professional Development, Health Risks, Financial Safety, and Autonomy. CFA results provided preliminary and partial support for the proposed ten-factor structure, with borderline-to-acceptable absolute fit indices but limited-to-moderate incremental fit indices. Most dimensions demonstrated acceptable internal consistency; however, convergent and discriminant validity findings should be interpreted cautiously, particularly for dimensions with few items, Financial Safety, and the high correlation between Inclusion and Social Support. Conclusions: The findings provide preliminary empirical support for the MPWES as an initial integrated assessment framework. Further longitudinal, cross-cultural, and independent validation is required. Full article

Severe occupational burnout among inclusive teachers poses a significant threat to building resilient and sustainable inclusive education systems. In the context of educational digital transformation, digital literacy emerges as a vital resource with the potential to reduce excessive job demands. However, the underlying pathways of this protective role remain underexplored. Addressing whether technological empowerment can effectively sustain inclusive educators, this study examined the serial mediating roles of time poverty and inclusive teaching efficacy in the relationship between digital literacy and teacher burnout. Based on a cross-sectional sample of 492 Chinese inclusive teachers, observed-variable path analysis was used to test the theoretical model across three core dimensions of occupational burnout. The results confirmed a full serial mediation model: digital literacy yielded no significant direct association with burnout; instead, its negative relationship with burnout was fully accounted for by lower time poverty and higher inclusive teaching efficacy. Furthermore, heterogeneous indirect pathways emerged across the burnout core dimensions: the indirect link to emotional exhaustion operated exclusively through perceived time poverty, whereas depersonalization and personal accomplishment were associated with both time poverty and teaching efficacy via independent and serial indirect paths. Although this cross-sectional design precludes inferring strict temporal sequences among the variables, these findings indicate that mere technical proficiency is insufficient to sustain teachers’ professional well-being. To effectively alleviate burnout among inclusive educators, digital literacy development must translate into tangible time savings and rebuild their confidence in inclusive teaching practices, thereby sustaining a healthy and effective inclusive teaching workforce. Full article

Collaboration is increasingly treated as a core capability in contemporary working life, yet leadership-development research suggests that developmental efforts often remain too generic, weakly contextualized, and insufficiently connected to the conditions under which participants must learn and perform. This theory-informed exploratory study examines how Norwegian union representatives define, operationalize, and reflect on collaborative capability development within a semester-long university course. The study adopts a qualitative document design based on 25 written course reports produced by Parat union representatives enrolled in the course Collaboration for the Future Working Life at Kristiania University of Applied Sciences in autumn 2025. The reports are analyzed as structured reflective development documents using cross-case thematic analysis. Conceptually, the article draws on collaboration research, leadership development, self-directed learning, self-leadership, and job demands–resources theory. The findings indicate that participants conceptualized collaborative capability as a multidimensional professional capability combining dialogic competence, trust-building, psychological safety, role-based bridge-building, assertive boundary-setting, and self-regulation under pressure. Development was typically organized through iterative practice cycles of self-evaluation, feedback, goal setting, monitoring routines, micro-practices for attention and stress regulation, environmental redesign, implementation, reflection, and adjustment. At the same time, the reports suggest that collaborative development was constrained by time pressure, emotional exposure, cumulative role demands, and fluctuating energy. Reported outcomes were typically incremental, including clearer communication, increased awareness of triggers, stronger boundary-setting, more sustainable role professionalism, and improved presence under strain. The article contributes a bounded, context-sensitive account of collaborative capability development as a self-directed, self-regulated, and resource-sensitive process of professional becoming. It further develops two connected practical–theoretical models: the Performance Pyramid, which clarifies the developmental architecture from identity awareness to energy and capability regulation and performance enactment, and the Self-Leadership Wheel of Becoming, which functions as an operational scaffold for self-evaluation, goal setting, feasible program design, implementation, reflection, and revision. Rather than presenting these models as universally validated, the article positions them as heuristic and processual contributions for understanding and supporting capability development in collaboration-intensive roles. Full article

Against the backdrop of substantial transformations in the education system, including digitalization and increasing societal pluralization, there is growing attention paid to teachers’ digital competencies and their role within broader school well-being processes in digitally transforming educational environments. This paper adopts digital competencies as a novel domain-specific personal resource within the Job Demands-Resources (JD-R) framework to examine how both individual and organizational resources shape teachers’ professional motivation and organizational commitment. The analysis draws on data from the ‘Deisel’ project, comprising 550 teachers in Germany. Within this empirical context, this study reveals considerable variation in both teachers’ digital competencies and the organizational conditions of schools. In particular, differences in leadership support and collegial collaboration influence whether digital transformation is experienced as an additional burden or as a meaningful resource for professional development. The findings indicate a small but statistically significant indirect association between digital competencies and organizational commitment, operating primarily through reduced psychological strain rather than increased motivation. Prior evidence emphasizing the relevance of school management support and self-efficacy was replicated. These results demonstrate that digital competencies function as a personal resource within the JD-R framework, reducing perceived strain and indirectly strengthening organizational commitment. This study contributes to JD-R research by showing that digital competencies appear to function less as direct motivational drivers and more as domain-specific personal resources that may mitigate the strain associated with technology-related demands in digitally transforming schools. Full article

As hybrid work arrangements become more established in organisations, the need for effective design and implementation strategies has grown significantly. Evidence indicates that employee wellbeing and engagement in hybrid work environments are declining and this presents a critical challenge for human resource management (HRM) professionals. This presents HRM professionals with a critical imperative of improving wellbeing, while maintaining engagement and productivity at work. This aligns closely with the United Nations’ 17 Sustainable Development Goals, particularly those that promote wellbeing and decent work. Through a systematic synthesis of 78 studies, this research investigates the key determinants of employee engagement and wellbeing in hybrid work contexts. The conceptual framework for this study is grounded in existing theoretical perspectives from the Job Demands–Resources model, Saks Frameworks and wellbeing perspective presented by Guest. The analysis identifies five critical factors that influence engagement and wellbeing outcomes in hybrid work, accompanied by evidence-based propositions for practice. These recommendations encompass: establishing well-equipped workspaces with appropriate flexibility in both location and time; developing organisational culture and leadership through enhanced communication and collaboration mechanisms; strategically allocating jobs and tasks whilst fostering effective networks and collaboration tools and implementing targeted training interventions to mitigate technostress and burnout associated with digital workloads. We advocate for future research to develop comprehensive models, frameworks and wellbeing interventions to guide HRM professionals in addressing these challenges at both the local and global levels. Full article

Background: Parental burnout results from chronic stress related to the parental role and reflects a persistent imbalance between parenting demands and available psychological resources, negatively affecting parental well-being and parent–child relationships. This study examined the associations between parental burnout, parenting attitudes, and psychological resilience within the parental adaptation of the job demands–resources model, with particular attention to the potential mediating role of parenting styles in the relationship between resilience and parental burnout, while controlling for sociodemographic factors. Methods: A cross-sectional design was applied with 447 Hungarian parents who completed an anonymous online questionnaire including the Parental Burnout Assessment, the Parenting Styles and Dimensions Questionnaire, and the 10-item Connor–Davidson Resilience Scale. Data were analyzed using nonparametric correlations, group comparisons, multiple linear regression models with bootstrap estimation, and mediation analyses. Results: Resilience showed negative associations with all dimensions of parental burnout. Authoritarian and permissive parenting styles were positively associated with burnout, whereas authoritative parenting style showed negative associations. In multivariate analyses, authoritative parenting attitudes and fulfillment of the ideal parental role emerged as protective factors, while authoritarian parenting style functioned as a significant risk factor. Mediation analyses further indicated that the association between resilience and parental burnout may partly operate through parenting styles, particularly across the dimensions of emotional exhaustion, contrast, and emotional distancing. Conclusions: Parental burnout appears to be a dynamic psychological process shaped by the interaction of internal resources and parenting functioning, underscoring the importance of resource-oriented approaches in prevention and intervention. Full article

Background/Objectives: Burnout among healthcare professionals has become a major challenge affecting workforce sustainability, quality of care, and organizational performance. Although traditionally conceptualized as an individual response to chronic occupational stress, increasing evidence suggests that burnout is strongly influenced by broader organizational and systemic factors. This article aims to develop a multilevel conceptual framework that explains burnout as a systemic phenomenon emerging from interactions across healthcare structures, institutions, organizations, and individuals. Methods: An integrative conceptual synthesis was conducted using literature from healthcare burnout, occupational stress, organizational resilience, workforce sustainability, and health systems research. Relevant theoretical perspectives, including the Maslach Burnout Framework, Job Demands–Resources Model, Conservation of Resources Theory, and organizational resilience literature, were critically examined and integrated to develop a theory-building framework. Results: The proposed framework conceptualizes burnout as a dynamic process of pressure transfer operating across five interconnected levels: societal, political, institutional, organizational, and individual. Three central processes are identified: pressure transfer, normalization of exhaustion, and human capital erosion. The model further introduces the concepts of post-pandemic chronicization, invisible burnout, and human infrastructure to explain how prolonged systemic pressures contribute to the normalization and persistence of burnout within healthcare systems. Conclusions: Burnout should be understood not only as an individual psychological outcome but also as an indicator of systemic dysfunction. The proposed framework expands existing burnout models by integrating organizational and institutional determinants and provides a foundation for future empirical validation, workforce monitoring, and system-level interventions aimed at strengthening healthcare resilience and sustainability. Full article

Background: In increasingly dynamic and uncertain organizational environments, employees’ proactive behavior—characterized by self-initiation, future orientation, and change orientation—is critical for organizational adaptability and long-term competitiveness. Prior research has primarily examined how externally provided job resources stimulate proactive behavior. More recent work has begun to consider employees’ personal resources, but it largely adopts a capability level-based view, conceptualizing them as self-evaluations of individuals’ ability to control and influence their environment. This focus overlooks capability malleability-based personal resources that shape more fundamental beliefs about the malleability of human capability. Objective: Drawing on the job demands–resources (JD–R) model, this study investigates how employees’ growth mindset—reflecting beliefs that human capability can be developed—promotes proactive behavior by alleviating workplace anxiety, an anticipatory emotional state rooted in concerns about future work-related threats. We further examine time pressure as a key boundary condition. Method: A three-wave, multisource survey design was employed, collecting data from 326 employee–supervisor dyads. Results: The results show that employees’ growth mindset is negatively associated with workplace anxiety, which in turn positively predicts proactive behavior. Moreover, time pressure strengthens both the anxiety-buffering effect of growth mindset and the indirect effect of growth mindset on proactive behavior via workplace anxiety. Conclusions: By incorporating capability malleability-based personal resources into the JD–R model, this study advances understanding of the antecedents of proactive behavior beyond capability level-based self-evaluations toward deeper beliefs about the malleability of human capability. Applications: This study offers practical implications for managers seeking to cultivate employee proactivity. Full article

Background/Objectives: Helplines are an important component of mental health support systems; however, limited research has examined burnout among helpline workers. This exploratory pilot study investigated the relationships between job demands, job and personal resources, and burnout within the Job Demands–Resources (JD-R) framework. Methods: A cross-sectional online study was conducted among 73 helpline workers. Burnout was assessed using the Burnout Assessment Tool (BAT). Job demands were categorized as topic-related, client-related, and service-related. Data were analysed using Spearman correlations and hierarchical regression analyses. Results: Job demands were positively associated with burnout (r_s = 0.41, p < 0.001), while job resources were negatively associated with burnout (r_s = −0.30, p < 0.01). Regression analyses showed that job demands and resources explained 50% of the variance in overall burnout (R² = 0.50, p < 0.001). Service-related demands emerged as the strongest predictor of burnout (β = 0.70, p < 0.001) and consistently predicted exhaustion (β = 0.60, p < 0.001), mental distance (β = 0.48, p < 0.001), cognitive impairment (β = 0.52, p < 0.001), and emotional impairment (β = 0.61, p < 0.001). Organizational resources were negatively associated with mental distance (β = −0.31, p < 0.01), whereas topic-related demands were not significant predictors. Conclusions: The findings highlight the importance of differentiating types of job demands in understanding burnout among helpline workers. Service-related demands appeared to be more strongly associated with burnout than topic- or client-related demands, suggesting that structural aspects of helpline work may be particularly relevant for worker well-being. Full article

Background: Nursing faculty shortages, burnout, and high turnover represent an escalating workforce crisis in Saudi governmental colleges of nursing. The Job Demands–Resources (JD-R) model offers a theoretically grounded framework for examining how occupational demands are associated with reduced well-being and how resources moderate these effects. Objective: This study aimed to examine the direct associations between job demands and stress outcomes and the moderating roles of job and personal resources among nursing faculty in Saudi Arabia, accounting for gender and nationality as structural covariates. Methods: A quantitative cross-sectional survey was conducted with 268 nursing faculty members from five governmental colleges using a voluntary survey of all eligible faculty (response rate: 51.1%). Theory-driven hierarchical regression analyses examined direct and moderating effects within the health-impairment pathway of the JD-R model. Results: Job demands significantly predicted all three burnout dimensions, reduced mental well-being, and job dissatisfaction. Trait emotional intelligence moderated the demand–exhaustion (delta-R² = 0.031, p = 0.006) and demand–job satisfaction (delta-R² = 0.028, p = 0.009) relationships. Job resources moderated the demand–mental well-being (delta-R² = 0.024, p = 0.018) and demand–professional efficacy links (delta-R² = 0.021, p = 0.029). Conclusions: Job demands are the primary predictor of burnout and occupational stress. Gender and nationality were associated with systematic differences in stress outcomes, suggesting that interventions should be culturally responsive and account for structural inequities. Full article