Negative Work Experiences Research Articles

고등학생 근로경험과 성별에 따른 진로역량 및 진로준비행동의 차이 연구

본 연구는 고교생들의 근로경험 유형--근로경험 없음, 긍정적 근로경험, 부정적 근로경험--에 따라 진로역량과 진로준비행동에 어떠한 차이가 있는지를 살펴보고, 근로경험 유형과 성별 간에 진로역량 및 진로준비행동에의 상호작용효과가 있는지 알아본다. 이를 위해 한국청소년정책연구원의 "2009년 청소년 진로 직업 실태조사" 자료로부터 3,499명 고등학생들의 근로경험과 진로 관련 자료들을 사용하여 이원 다변량분산분석(two-way MANOVA)을 실행하였다. 전반적으로 여학생이 남학생보다 진로역량과 진로준비행동에 있어 높은 수준을 보인 가운데 여학생의 경우 남학생보다 부정적 근로경험의 역효과가 더 큰 것을 알 수 있었다. 진로역량과 진로준비행동에서 근로경험 유형과 성별의 상호작용 효과가 존재하였으며, 여학생에게 있어 근로경험 자체보다는 부정적 근로경험이 진로역량 및 진로준비행동과 부정적인 관련성이 있음을 암시하였다. 남학생의 경우, 근로경험이 진로역량 및 진로준비행동과 긍정적인 영향과 관계가 있음을 시사하는 결과를 보여 주었다. 특히 자기이해 역량과 확장된 진로준비행동에 있어서는 남학생의 부정적 근로경험이 도움이 될 수 있음을 암시하였다. The purposes of this study were 1) to explore the differences in career competency and career preparation behavior in accordance with high school students' work experience types and 2) to examine the interaction effects between work experience type and sex or work experience type and grades. Three work experience types were classified as no work experience, positive work experience, and negative work experience. The study used the data from "2009 Youth Career? Occupation Survey" conducted in the National Youth Policy Institute. For the statistical analysis, two-way MANOVA was employed. The results indicated that female students had higher levels of career competency and career preparation than male students. Also, female students showed higher negative effects of negative work experience compared to male students. The analysis confirmed the interaction effects between work experience types and sex. Female students showed the higher negative effects of negative work experience than no work experience, whereas work experience, whether or not it is negative, was helpful for male students in career competency and career preparation behavior.

Gender Differences in the Spillover Between Romantic Experiences, Work Experiences, and Individual Adjustment Across Emerging Adulthood

This study examines the interplay between negative romantic experiences, negative work experiences, and anxiety/depressive symptoms at three time points across ages 24–29 in a sample of 176 Israeli emerging adults. Males ( n = 96) and females ( n = 80) described different patterns of longitudinal spillover between work, romantic relationships, and well-being. For males, higher levels of negative romantic experiences predicted increases in negative work experiences, and higher levels of anxiety and depressive symptoms predicted increases in negative romantic experiences. For females, higher levels of negative work experiences predicted increases in later negative romantic experiences. For both males and females, higher levels of negative work experiences predicted later increases in anxiety and depressive symptoms. Findings of this study conducted on emerging adults align with existing research on work–family spillover and its effects on individual well-being.

How does negative mood affect turnover intention? The interactive effect of self-monitoring and conflict perception

We propose that conflict perception mediates the relationship between negative mood and turnover intention and that trait self-monitoring is a moderator of this mediated relationship. To test our hypotheses, we conducted a repetitive-measure survey over 3 months with a total of 234 observations. We used a two-level hierarchical linear modelling (HLM) technique with measures of the previous time interval as controls. Our findings supported our hypothesis: for high self-monitors, the higher the person’s negative mood, the more frequent his or her perceived workgroup conflict, which results in a higher intention to leave. This relationship does not occur for low self-monitors. We conclude that, although negative mood may activate perceptions of negative work experiences, it leads to differential attitudinal outcomes for high versus low self-monitors.

Motivations of Persons with Psychiatric Disabilities to Work in Mental Health Peer Services: A Qualitative Study Using Self-Determination Theory

Individuals with psychiatric disabilities have low rates of employment and occupational rehabilitation success. Mental health peer services are a new occupational modality that opened a promising occupational path: persons with serious mental illnesses employed to provide support to others with psychiatric conditions. However challenges to successful peer work exist. Work motivation is central to understanding and supporting peer workers, yet little is known about sources of motivation to work as mental health peer providers. The aim of this study was to identify what drives individuals to mental health peer work using self determination theory (SDT). Motivations of 31 mental health peer workers were explored as part of a larger study. A theory driven approach was employed to emerging qualitative data using SDT concepts: external motivation and internally regulated motivations derived from basic needs (autonomy, competence, relatedness). External motivations included generic occupational goals and getting away from negative work experiences. Internal motivations corresponded with SDT basic needs: autonomy met-needs was reflected in having freedom to disclose and finding that work accords with personal values; competence met-needs was reflected in using personal experience as a resource to help others; and relatedness met-needs were reflected in having opportunity to connect intimately and reciprocate with consumers. This study identified external and internal motivations of persons with psychiatric disabilities to work as peer providers-a novel occupation in mental health. Employing personal experience and enabling peer contact emerge as major motivational tenets of mental health peer work. According to SDT instrumental occupational goals are considered more external than satisfaction of basic psychological needs. The study demonstrates the applicability of SDT in the design of autonomy supported environments to promote work engagement and sustenance of mental health peer providers.

Šta predviđa pozitivne, a šta negativne indikatore stresnog odgovora kod zaposlenih? Test modela organizacijskog zdravlja

U najvećem broju dosadašnjih istraživanja akcenat je stavljan isključivo na negativne indikatore stresnog odgovora kod zaposlenih (npr. distres). Nasuprot tome, model organizacijskog zdravlja pretpostavlja da je stres neophodno razumeti uzimajući u obzir kako pozitivne i negativne događaje na radu, tako i pozitivne i negativne indikatore stresnog odgovora. Cilj istraživanja je da testira dve hipoteze izvedene iz ovog modela: 1) pozitivni događaji na radu su u jačoj vezi sa vitalnošću, a negativni sa distresom i intenzitetom psihofizičkih simptoma; 2) na organizacijsku uspešnost utiču, kako pozitivni i negativni događaji na radu, tako i individualni indikatori stresnog odgovora.Na 193 zaposlena sa teritorije Srbije primenjeni su sledeći upitnici: Skala distresa, Upitnik opšteg zdravlja, Skala vitalnosti, Skala izvora stresa, Skala namere za napuštanje organizacije, a privrženost organizaciji ispitivana je jednim ajtemom. Uzorak je činilo 113 žena i 76 muškaraca (četvoro neizjašnjenih), starosti oko 40 godina (AS= 40.4, SD= 10.8).U predikciji distresa, značajna su oba prediktora (pozitivni i negativni događaji); u predviđanju psihofizičkih simptoma i vitalnosti od prediktora značajni su samo negativni događaji. Od organizacijskih indikatora, nameru za napuštanje organizacije značajno predviđaju negativni događaji i distres, a privrženost organizaciji pozitivni događaji i vitalnost. Rezultati daju ograničenu podršku modelu organizacijskog zdravlja. Iako je doprinos pozitivnih događaja na radu značajan u predikciji distresa, može se zaključiti da su negativni događaji na radu (tj. stresori) značajniji prediktor svih ispitivanih indikatora. U predikciji organizacijskih indikatora uspešnosti, rezultati su u skladu sa pretpostavkama modela, mada treba imati u vidu da nisu kontrolisane neke ličnosne varijable (npr. PA/ NA), koje bi mogle imati doprinos u objašnjenju ovih kriterijskih varijabli.

Investigating the Moderating Effects of Leader–Member Exchange in the Psychological Contract Breach–Employee Performance Relationship: A Test of Two Competing Perspectives

Leader–member exchange (LMX) has been characterized as a form of social support capable of buffering the effects of negative work experiences. However, employees with high‐quality relationships with leaders in the organization may have stronger negative reactions when psychological contracts are breached. Thus, while a social support perspective would suggest that LMX minimizes the adverse impact of psychological contract breach on employee performance, a betrayal perspective proposes that high LMX would aggravate the negative effects. Using cross‐sectional and longitudinal research designs, results across three samples provided support for the betrayal perspective. That is, breach had a stronger negative relationship with organizational citizenship behaviours and in‐role performance under conditions of high LMX. Implications of these results and future research directions are discussed.

Students' Views on Factors Affecting Empathy in Medical Education

Empathy is a prominent goal of medical education that is too often underachieved. Using concept mapping, the authors constructed a student-generated conceptual model of factors viewed as affecting empathy during medical education. During the 2005-2006 academic year, 293 medical students and interns answered a brainstorming survey asking respondents to list factors affecting empathy, and 34 participants then sorted the factors into categories and rated each factor's relative importance. Factors and ratings were examined using multidimensional scaling and cluster analyses, Pearson's r, and Student's t test. This process, known as "concept mapping," was conducted using Concept Systems. One hundred sixty perceived empathy factors were identified and sorted into four clusters: personal experiences, connections and beliefs; negative feelings and attitudes toward patients; mentoring and clinical experiences that promote professional growth (rated most important); and school and work experiences that undermine development of empathy (rated least important). All students rated factors in a similar hierarchical fashion across all four clusters with no differences among groups. Listening was the most highly rated factor. Students consider experiences that promote personal and professional growth to be the most important factors affecting empathy in medical education. Though less important to students, negative feelings and attitudes toward patients, as well as negative school and work experiences, affect empathy at all stages of education.

Mood crossover and relational reciprocity

PurposeBuilding on reciprocity and crossover theory, this paper aims to examine how mood crossover from one partner in a relational dyad influences the likelihood of reciprocal mood crossover from the other partner.Design/methodology/approachUsing a survey sample of 180 dual‐career married couples, the paper explores this phenomenon for both positive and negative mood crossover from husbands to wives and wives to husbands.FindingsThe data supported the paper's four hypotheses. Mood crossover was found to operate in a similar fashion for both husbands and wives after controlling for negative and positive affectivity, work and home demands, work autonomy, and support from the organization, non‐work friends, and spouse. Specifically, when wives (husbands) reported positive (negative) mood crossover from their husbands (wives), their husbands (wives) also reported positive (negative) mood crossover from them.Research implications/limitationsThe findings suggest positive and negative mood crossover is reciprocated among individuals in a dual‐career marriage context. This implies that the effects of positive and negative crossover may be magnified through relational interactions at home. However, the design of this study is not sufficient to determine the causality of this relationship.Practical implicationsThe findings suggest that the positive and negative work experiences of one partner in a relationship affect the well being and moods of their partner at home. Consequently, organizations may consider wellness or positive reinforcement programs to encourage positive crossover between the domains of work and home.Originality/valueThis study examines how individuals in a dual‐partner reciprocate the negative and positive crossover of moods of their partner from work to home.

Gender Differences in Satisfaction with the Type of Work University Employees Do: Evidence from the University of Botswana

The study investigated the extent to which male and female employees of a University differ in various attributes and attitudes and in the level of satisfaction with the type of work they do, and further established factors that might help explain these differences. A stratified random sample of 360 academic and administrative staff of the University of Botswana was collected. Findings indicate that differences between males and females in the level of satisfaction were due to certain negative work experiences such as gender discrimination, tribalism and racism, nepotism and favoritism, and due to certain sources of stress from the immediate supervisor, demands of work on private life and from domestic responsibilities. These negative experiences contributed to lower levels of satisfaction among women than among men. Considering all factors that might explain different job satisfaction among employees at a university, five attributes stood out as significant, namely: belonging to an older age group; understanding the competing demands of teaching and research responsibilities; taking advantage of technological advancement at work; perceiving equity in the distri-bution of the workload; feeling that there was always enough to do at work.

Family transmission of work affectivity and experiences to children

Theory and research suggest that children develop orientations toward work appreciably influenced by their family members’ own expressed work experiences and emotions. Cross-sectional data from 100 children (53 girls, 47 boys; mean age = 11.1 years) and structural equation modeling were used to assess measures of work affectivity and experiences and to test hypotheses suggesting that family work experiences and emotions influence the orientations children develop toward work and how they in turn influence children’s work and school motivation. Results indicated that the family setting influences children’s perceptions of and future orientation toward the world of work through adults’ expression of positive work experiences, negative work affect, and negative work experiences. Furthermore, children’s work and school motivations appear to be principally influenced by indicators of favorable work affect and experiences. Implications and suggestions for future research are offered that cast the family as an important core setting for children’s vocational development.

Individual differences in negative group work experiences in collaborative student learning

This paper reports the development of the Negative Group Work Experiences questionnaire (NGWE), an assessment tool for measuring negative experiences of group work. Study 1 involved two samples of undergraduate psychology students (second‐year sample n = 425; first‐year sample n = 443), who completed research modules incorporating substantial elements of assessed group work. Participants completed a 39‐item inventory designed to measure their negative experiences of group work as part of their general module evaluation. Exploratory and confirmatory factor analysis of the second‐year sample indicated four interpretable and reliable factors: lack of group commitment, group fractionation, task disorganisation, and storming. Confirmatory factor analysis of the first‐year data set confirmed and cross‐validated the factor structure of the second‐year sample. Study 2 (n > 254) confirmed the criterion validity of the NGWE. The NGWE is proposed as a useful tool for evaluating group processes, especially in large group teaching which involves collaborative group work.

Racial Tokenism in the School Workplace: An Exploratory Study of Black Teachers in Overwhelmingly White Schools

This article examines how Black teachers in overwhelmingly White schools evaluate their work experiences as both numerical and racial minorities. I extend Kanter's (1977) theory of tokenism through a look at how ideology shapes the work experiences and evaluations of racial tokens. Kanter developed a framework that outlined 3 general processes associated with token representation: performance pressures, boundary heightening, and role entrapment. In this exploratory study, I show how token Black teachers positioned themselves as heroic individualists who managed numerical and racial processes in schools. More specifically, I show how participants used traditional civil rights ideology to justify and to evaluate positive aspects of racial tokenism, emphasizing performance enhancers, border crossing, and role integration. This article rethinks claims in educational research that token Black teachers face only negative work experiences due to Black and White differences in a White school culture. The conclusion is a discussion about how the work experiences of successful token Black teachers raise foundational issues for educational policy and practice.

First years in job: A three-wave analysis of work experiences

A sample of 423 Swiss job entrants reported major change in general, as well as positive and negative work experiences one, two, and four years after finishing vocational training. Qualitative data analysis showed change in responsibility, increase in decision latitude, acquisition of new status (professional work status, full team member status), increased salary, and change in work rhythm to be characteristic for the transition from apprenticeship into “real work”. In terms of costs and benefits participants reported transition-specific combinations of work experiences, with responsibility and social recognition as positive experiences combined with high demands as negative experiences. Reports of increasing demands and task intensity were frequent throughout the first four years of job experience. Cooperation and social exchange always were of major concern, both as positive and negative experiences. The number of positive and negative experiences reported predicted job satisfaction over and above previous job satisfaction, background variables, stressors, and resources. Results point to a rather smooth transition, in which negative experiences are embedded in, and outweighed by, positive ones.

Adolescents’ experiences of parental employment and parenting: connections to adolescents’ well-being

This paper examines whether the relationship between parental work and adolescents’ well-being would be mediated through parenting behaviour. The primary focus was on the experiences of adolescents. Questionnaire-based data from families (both parents and one children, n=77) and adolescents (n=126) were collected in Finland in 2000 and 2001, respectively. The adolescents were on average 14 years old. Results showed that the relationships between parents’ negative work experiences and adolescents’ depression (all perceived by adolescents) were partially mediated by adolescents’ experience of lessened autonomy granting in parenting and increased conflicts between parents and adolescents. In addition, the relations between fathers’ negative work experiences and adolescents’ negative attitude regarding school (all reported by adolescents) were mediated by adolescents’ perceptions of increased conflicts between fathers and adolescents.

Working at tribal college and university libraries: A portrait

This article presents an overview of the working lives of tribal college and university library directors and other library staff at the beginning of the 21st century. While little has been written on tribal college and university libraries in general, even less is known about what it is actually like to work at these libraries—the daily joys and frustrations and the factors that contribute to both positive and negative work experiences. This study addresses such questions as why individuals choose to work at a tribal college or university library, how they have emotionally and spiritually grown because of their work, and whether they would choose to stay.

Disability and women’s work experiences: an exploratory study

Presents the findings of a questionnaire sent to nine occupational groups where women predominate such as healthcare, teaching and childcare, together with other forms placed in day‐care and women’s centres in Ontario. Looks at disability, personal demographics, the work situation, workplace stress, physical demands, psychosomatic symptoms, job satisfaction, insecurity, harassment and family pressures. Discusses findings suggesting that disabled women tend to have more negative work experiences, possibly due to previous education problems, discrimination and the nature of roles offered which lead to lower income levels in lower status roles.

Peering into the Black Hole: The Downside of the New Employment Relations in the UK

Using a national sample of 1,000 employees, this paper examines the proposition that those working in so‐called ‘black hole’ organizations (i.e. where there is neither a set of progressive HRM practices nor a recognized trade union) will report more negative attitudes and work experiences than those in settings where there is either HRM, a trade union presence or both. The results lend some support to this hypothesis with respect to job satisfaction and organizational commitment and in judgements about experiences of fairness of treatment and trust in management. However, the most negative views about employment relations are reported by those who belong to a union in workplaces with little HRM. The findings indicate that it is HRM practices rather than trade union membership that have the major impact on attitudes and experiences. Even in black hole organizations some employees report satisfaction. This can be largely explained by a positive psychological contract between individual and organization. The implications for the role of trade unions in the promotion of fairness at work are discussed.

Predictors of Job Satisfaction and Burnout in Child Abuse Professionals: Coping, Cognition, and Victimization History

ABSTRACT This study investigated coping style, work-related cognition, and victimization history as predictors of job satisfaction and burnout in child abuse professionals. Subjects were 215 participants in a conference on sexual abuse victim treatment. We developed a questionnaire assessing a variety of cognitions related to work with human services clients. One of the findings was that job satisfaction showed no relation to items portraying simple optimism or pessimism about helping clients, but satisfaction was related to a number of cognitions that combined realism and hope in a distinctive fashion. The coping strategies of Planful Problem Solving, Positive Reappraisal, and Seeking Social Support were associated with positive work experience, and the coping mechanisms of Confrontive Coping, Escape/Avoidance, and Accepting Responsibility were associated with negative work experience. Job satisfaction was higher in subjects reporting a childhood history of sexual abuse or neglect.

Police stress and well‐being: Integrating personality, coping and daily work experiences

What are the personal and work related factors which contribute to a police officer's psychological well‐being? This question was examined within a Perceived Quality of Life (PQOL) framework that integrates personality, coping processes and a police officer's positive (beneficial to well‐being) and negative (harmful to well‐being) work experiences. Structural equation analyses were conducted on questionnaire data obtained from 527 police officers during two related studies. Two structural equation models showed that positive and negative work experiences independently contributed to an officer's PQOL, and that organizational rather than operational experiences were more important. A third model supported these findings, but showed that the personality dimensions of neuroticism and extraversion were the strongest predictors of an officer's PQOL. It was also shown that problem‐focused coping resulted in positive work experiences, whereas emotion‐focused coping contributed to negative work experiences. Comparisons with other community and occupational groups suggested that police reported relatively favourably levels of psychological well‐being. Collectively, these results indicate that policing is not highly stressful, and demonstrate the need for a systemic view in order to understand police officers' psychological responses to their work.

Teacher quality of work life: Integrating work experiences, psychological distress and morale

What are the positive and negative work experiences reported by teachers, and how do these contribute to their quality of work life? This paper reports structural equation analyses conducted on questionnaire data obtained during three studies from 1539 Australian primary and secondary school teachers. Drawing on perceived quality of life research it was hypothesized that psychological distress and morale would be separate outcomes of positive and negative work experiences. Results confirmed that psychological distress and morale operate on different dimensions. Three structural equation models showed that positive experiences were stronger determinants of morale than psychological distress, whereas negative experiences were stronger determinants of psychological distress than morale. Psychological distress and morale contributed equally to teachers' overall quality of work life. When examined simultaneously it was found that positive experiences contributed only to morale whilst negative experiences contributed only to psychological distress. These findings challenge conventional wisdom and suggest that it is not possible to enhance morale by reducing negative experiences, nor is it possible to reduce psychological distress by focusing on positive experiences.