Weekly work engagement and performance: A study among starting teachers
Weekly work engagement and performance: A study among starting teachers
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DOI：
10.1348/096317909x402596
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发表时间：
2010-03-01
影响因子：
6.2
通讯作者：
Bal, P. Matthijs
中科院分区：
文献类型：
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作者：
Bakker, Arnold B.;Bal, P. Matthijs
本研究在54名荷兰教师中测试了一种每周工作参与模式。基于工作资源的激励潜力理论，我们预测教师的周工作资源与周工作投入水平呈正相关，周工作投入水平对周绩效具有预测作用。此外，我们还假设，短暂的工作投入对下周的工作资源有积极的滞后影响。教师被要求在连续5周的每周五填写一份每周问卷。多层次分析的结果在很大程度上证实了我们的假设，通过显示，周水平的自主性，与主管的交流，发展的机会（但不是社会支持）正相关，每周的参与，这反过来又正相关，每周的工作表现。此外，短暂的工作投入是积极的工作资源在随后的一周。这些发现表明，员工工作经历中的个体差异如何解释每周的工作表现。
This study among 54 Dutch teachers tested a model of weekly work engagement. On the basis of theories about the motivational potential of job resources, we predicted that teachers' weekly job resources are positively related to their week-levels of work engagement, and that week-level work engagement is predictive of week-level performance. In addition, we hypothesized that momentary work engagement has a positive, lagged effect on next week's job resources. Teachers were asked to fill in a weekly questionnaire every Friday during 5 consecutive weeks. Results of multi-level analyses largely confirmed our hypotheses, by showing that week-levels of autonomy, exchange with the supervisor, and opportunities for development (but not social support) were positively related to weekly engagement, which, in turn, was positively related to weekly job performance. Moreover, momentary work engagement was positively related to job resources in the subsequent week. These findings show how intra-individual variability in employees' experiences at work can explain weekly job performance.