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Pham HC, Phan TTH, Le QH, Bui VH, Dang TTG, Tran MD. The Influence of Physical Activities on Job Satisfaction: Mediating Role of Self-efficacy, Self-esteem and Moderating Role of Stress Management. Am J Health Behav 2022; 46:794-808. [PMID: 36721292 DOI: 10.5993/ajhb.46.6.20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Objectives: Job satisfaction has been an essential element for the success of any organization, which has drawn the attention of several recent studies and policymakers. The aim of the current study was to investigate the impact of physical activities, self-efficacy and self-esteem on job satisfaction in manufacturing companies in Vietnam. The mediating impact of self-efficacy and self-esteem among physical activities and job satisfaction was also investigated. As a novel element, the study also examined the moderating impact of stress management among physical activities and job satisfaction in manufacturing companies in Vietnam. Methods: The study used survey questionnaires to gather the primary data from the selected employees of leading manufacturing companies of Vietnam. Using the PLS-SEM and Smart-PLS packages, the study analyzed the linkages among all variables. Results: The results revealed that physical activities, self-efficacy and self-esteem have a positive linkage with job satisfaction in manufacturing companies in Vietnam. The findings also exposed that self-efficacy and self-esteem significantly mediate among physical activities and job satisfaction. Conclusion: The findings also expressed that stress management significantly moderated between physical activities and job satisfaction. These findings will provide useful guidance and assistance to the strategists and policy makers to design policies related to job satisfaction using self-efficacy, stress management and self-esteem.
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Affiliation(s)
- Hong Chuong Pham
- Hong Chuong Pham, Faculty of Tourism and Hospitality, National Economics University, Vietnam
| | - Thi Thu Hien Phan
- Thi Thu Hien Phan, Faculty of Accounting & Auditing, Foreign Trade University;,
| | - Quoc Hoi Le
- Quoc Hoi Le, National Economics University, Vietnam
| | - Van Hung Bui
- Van Hung Bui, National Economics University, Vietnam
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The Mediating Effects of Social Comparison on Faculty Burnout, Teaching Anxiety, and Satisfaction Among Faculty Who Taught During the COVID-19 Pandemic. TRENDS IN PSYCHOLOGY 2022. [PMCID: PMC9668215 DOI: 10.1007/s43076-022-00246-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Ouyang C, Zhu Y, Ma Z, Qian X. Why Employees Experience Burnout: An Explanation of Illegitimate Tasks. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19158923. [PMID: 35897289 PMCID: PMC9331255 DOI: 10.3390/ijerph19158923] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 07/18/2022] [Accepted: 07/19/2022] [Indexed: 12/10/2022]
Abstract
Among the many workplace stressors, a new type of stressor has been identified: illegitimate tasks. This newly identified type of stressor refers to work tasks that do not meet employee role expectations and constitute a violation of professional identity. To investigate illegitimate tasks’ mediating mechanisms and boundary conditions on job burnout, we examined a cross-level first-stage moderated mediation model with the collective climate as a moderator and psychological entitlement as a mediator. Grounded in the job demands–resources model (JD-R) and justice theory, the current study uniquely posits that illegitimate tasks can lead to burnout by way of psychological entitlement; however, this effect is less where collective climate is higher. Data were collected from 459 employees on 89 teams at enterprises in China. The results of the analysis, using HLM, MPLUS and SPSS revealed that illegitimate tasks stimulated employees’ psychological entitlement and led to job burnout. While employees’ psychological entitlement played a partially mediating role between illegitimate tasks and job burnout, a collective climate could weaken the stimulating effect of illegitimate tasks on employees’ psychological entitlement and then negatively affect the mediating effect of psychological entitlement between illegitimate tasks and burnout. The study reveals the antecedents of burnout from the perspective of job tasks and psychological entitlement, offers practical insight into the mechanism of illegitimate tasks on employee job burnout and recommends that organizations develop a collective climate to reduce employees’ psychological entitlement and job burnout for steady development of the enterprise.
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Ratanasiripong P, Ratanasiripong NT, Nungdanjark W, Thongthammarat Y, Toyama S. Mental health and burnout among teachers in Thailand. JOURNAL OF HEALTH RESEARCH 2021. [DOI: 10.1108/jhr-05-2020-0181] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
PurposeThis study investigated factors that impacted the mental health and burnout among kindergarten, primary and secondary school teachers in Thailand and presented a comprehensive intervention program to improve their wellbeing.Design/methodology/approachThis cross-sectional survey study included 267 teachers from five public schools in Thailand. The survey instruments included the Depression, Anxiety and Stress Scale and the Maslach Burnout Inventory for Educators Survey, along with data on demographics, health behaviors, finances, professional work, relationships and resilience.FindingsFor teacher mental health, results indicated that family economics status, relationship quality and resilience were significant predictors of depression (R2 = 0.19); family economics status, classroom size and resilience significantly predicted anxiety (R2 = 0.13); family economics status, gender, sleep and resilience significantly predicted stress (R2 = 0.20). For teacher burnout, relationship quality and age were significant predictors of emotional exhaustion (R2 = 0.15); relationship quality and drinking significantly predicted depersonalization (R2 = 0.06); resilience and number of teaching hours significantly predicted personal accomplishment (R2 = 0.28).Originality/valueBesides providing an in-depth examination of mental health and burnout among teachers, this is the first study in Thailand to propose a comprehensive Teacher Wellness Program. This program recommends personal and professional development plans that public health personnel and school administrators could utilize to improve mental health and reduce burnout among teachers.
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Panisoara IO, Lazar I, Panisoara G, Chirca R, Ursu AS. Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17218002. [PMID: 33143180 PMCID: PMC7672544 DOI: 10.3390/ijerph17218002] [Citation(s) in RCA: 57] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Revised: 10/25/2020] [Accepted: 10/28/2020] [Indexed: 01/31/2023]
Abstract
In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.
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Affiliation(s)
- Ion Ovidiu Panisoara
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
| | - Iulia Lazar
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
- Correspondence:
| | - Georgeta Panisoara
- Psychology Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania;
| | - Ruxandra Chirca
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
| | - Anca Simona Ursu
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
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Méndez I, Martínez-Ramón JP, Ruiz-Esteban C, García-Fernández JM. Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E6760. [PMID: 32948075 PMCID: PMC7559916 DOI: 10.3390/ijerph17186760] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Revised: 09/13/2020] [Accepted: 09/15/2020] [Indexed: 12/19/2022]
Abstract
Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale . The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.
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Affiliation(s)
- Inmaculada Méndez
- Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
| | - Juan Pedro Martínez-Ramón
- Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
| | - Cecilia Ruiz-Esteban
- Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
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Fu W, Tang W, Xue E, Li J, Shan C. The mediation effect of self-esteem on job-burnout and self-efficacy of special education teachers in Western China. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 67:273-282. [PMID: 34408862 PMCID: PMC8366638 DOI: 10.1080/20473869.2019.1662204] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Revised: 08/07/2019] [Accepted: 08/20/2019] [Indexed: 06/13/2023]
Abstract
Teacher self-efficacy may reduce the likelihood of burnout through preventing the occurrence of work stress. The study inquiries the relationship between teaching efficacy and burnout, focus on mediation of self-esteem. A sample of 329 Chinese special teachers who teach in the special schools in western China was measured with the Maslach Burnout Inventory, the Rosenberg self-esteem scale and the Self-efficacy scale. Results indicated that emotional exhaustion and depersonalization of Chinese special teachers are at a medium level and personal accomplishment are at a low level. The mediation analysis shows that under the education background of special education, self-esteem plays partial mediation role in general teaching efficacy or personal teaching efficacy and job burnout of special education teachers.
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Affiliation(s)
- Wangqian Fu
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
| | - Wenjun Tang
- Changsha Institute of Educational Science, Changsha, China
| | - Eryong Xue
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Jian Li
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
| | - Chengwei Shan
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
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