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Autori: Tadic, Maja; Bakker, Arnold B,; Oerlemans, Wido G.M.
Naslov: Work Activity Demands and Happiness: A Diary Study on the Role of Self-Concordance among Teachers
Izvornik: Institute of Work Psychology Conference on Work, Wellbeing, and PerformanceSheffield : The University of Sheffield , 2012. 60-61.
Skup: IWP Conference 2012
Mjesto i datum: Sheffield, United Kingdom, 26th-28th June 2012
Ključne riječi: Teachers; Diary study; Happiness; Work activities; Work demands; Work Self-concordance
The central aim of this study was to examine the role of self-concordant motivation in the relationship between the demand level and happiness felt during work activities among teachers. Previous findings have revealed that job demands may become stressors in situations which require high effort to sustain an expected performance level, evoking in turn negative outcomes, such as burnout. However, recent studies highlighted the importance of potential moderator variables in the relationship between job demands and work-related happiness. In order to explain these somewhat mixed findings on the link between job demands and happiness, we focused on examining the self-concordance model of motivation as a potential moderator. Within the secondary school teachers' workplace setting, self-concordant motivation can be defined as an involvement in work activities with a sense that those activities represent one’s personal goals, interests, and/or values. Because work motivation, work demands, and happiness levels are likely to fluctuate not only between teachers, but also within teachers from day to day, as well as from one work activity to the next, examining their interrelationships is best achieved using the diary methodology. Hence, in order to investigate daily work activities and happiness on a within-person and within-day (work activities) level, in this study we used a modified version of the day reconstruction method. In total, 132 Dutch secondary school teachers completed a daily diary for three work days, and a background questionnaire. This resulted in 792 reported work activities and activity-related happiness, demands, and self-concordance scores. As predicted, multilevel analysis demonstrated that the state self-concordant motivation for work activities buffers the negative effects of high state work demands during teaching, exams, and meetings (but not for work-related trainings) on state happiness: teachers who perceive their work activities as more self-concordant remain happy even under conditions of high demands. These findings suggest that when teachers perceive highly demanding work activities as intrinsically valuable (i.e. self-concordant), that influences how they emotionally respond to those activities. In other words, it helps them to interpret the highly demanding work activities as meaningful and/or interesting work that requires a lot of effort and complexity. In that way, our study expands the existing literature by demonstrating that high self-concordant motivation seems to serve as a significant buffer of the negative impact of high work demands. Moreover, our findings reveal that activities associated with highest happiness are not necessarily associated with lowest demands. We discuss how these findings can be used to enhance teacher well-being.
Vrsta sudjelovanja: Predavanje
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Međunarodna recenzija
Projekt / tema: 194-1941558-1555
Izvorni jezik: ENG
Kategorija: Znanstveni
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Upisao u CROSBI: (, 16. Srp. 2012. u 15:15 sati

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