Job resources boost work engagement, particularly when job demands are high
Job resources boost work engagement, particularly when job demands are high
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DOI：
10.1037/0022-0663.99.2.274
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发表时间：
2007-05-01
影响因子：
4.9
通讯作者：
Xanthopoulou, Despoina
中科院分区：
文献类型：
--
作者：
Bakker, Arnold B.;Hakanen, Jari J.;Xanthopoulou, Despoina
这项研究的805名芬兰教师在小学，中学和职业学校的工作测试2互动假设。在工作需求-资源模型的基础上，作者预测，工作资源可以起到缓冲作用，减弱小学生不良行为与工作投入之间的负相关关系。此外，利用资源守恒理论，作者假设，工作资源特别影响工作投入时，教师面临着高水平的学生行为不端。根据这些假设，适度的结构方程模型分析导致18个可能的双向相互作用效应中的14个。特别是，主管的支持，创新，赞赏和组织气氛是重要的工作资源，帮助教师科普与学生的互动要求。
This study of 805 Finnish teachers working in elementary, secondary, and vocational schools tested 2 interaction hypotheses. On the basis of the job demands-resources model, the authors predicted that job resources act as buffers and diminish the negative relationship between pupil misbehavior and work engagement. In addition, using conservation of resources theory, the authors hypothesized that job resources particularly influence work engagement when teachers are confronted with high levels of pupil misconduct. In line with these hypotheses, moderated structural equation modeling analyses resulted in 14 out of 18 possible 2-way interaction effects. In particular, supervisor support, innovativeness, appreciation, and organizational climate were important job resources that helped teachers cope with demanding interactions with students.