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Meistriškumo dirbti strategijų vaidmuo išsekimo ir darbo išteklių sąsajoms: pedagogų imties tyrimas
Get PDFExhaustion at work is defined as a state of intensive physical, emotional and cognitive strain (Demerouti et al., 2001). Being related to physical and psychological health impairment (Hakkanen & Schaufeli, 2012), lower performance (Bakker & Heuven, 2006; Taris, 2006) and turnover (Schaufeli, Bakker, & Van Rhenen, 2009), its antecedents have widely attracted researchers’ attention. One of the most prominent theoretical frameworks for analyzing exhaustion is the Job Demands-Resources Model, which is developed by Bakker and Demerouti (2007; 2014). The model states that it’s the disbalance betweeb job demands and job resources that lead to higher levels of exhaustion. Not surprisingly, most of the interventions are aimed at increasng job resources (Leiter & Maslach, 2014). Moreover, lately, the proactive role of the employee (i. e., job crafting) in shaping his/her working environment has been recognized (Tims & Bakker, 2010; Wrzesniewski & Dutton, 2001). However, the empirical data on the interaction between job resources and job crafting is still lacking. Therefore, the study was conducted with the aim to determine the role of job crafting in the relationship betweeb job resources and exhaustion.A total of 341 teachers from various state schools in Lithuania were surveyed. Ninety two percent of the respondents were female, eight percent were male. The average age of respondents was 46.36 (SD = 10.64) years, with the average of 23.59 (SD = 11.16) years of working experience. Most of the respondents (85%) had higher education.The analysis revealed job crafting to moderate the relationship between job resources and exhaustion. More precisely, job resources were negatively related to exhaustion when employees engaged in particular job crafting strategies. The results of the study showed that autonomy, the opportunity to develop and social support were related to lower exhaustion only when the teachers had increased structural job resources, that is, when they tried to use their capacities to the fullest in developing professionally and learning new things at work. Moreoever, autonomy and social support negatively predicted exhaustion when employees aimed at increasing challenging demands. In other words, flexibility in the planning and execution of one’s job and being able to ask colleagues for help and support was related to lower levels of exhaustion only when teachers regularly took on extra tasks, tried to make their work more challenging and proactively offered themselves for interesting projects. In general, the results of the study highlight the importance of the proactive behavior of employees in using job resources to diminish exhaustion. Straipsnyje pristatomas tyrimas, kurio tikslas – nustatyti darbo išteklių ir meistriškumo dirbti strategijų sąveiką prognozuojant išsekimą darbe. Tyrime dalyvavo 341 pedagogas iš įvairių Lietuvos mokyklų. Tyrimas parodė, kad meistriškumo dirbti strategijų taikymas moderuoja darbo išteklių ir išsekimo darbe sąsajas. Autonomijos, galimybės tobulėti ir kolegų paramos ištekliai yra susiję su mažesniu išsekimu tik tada, kai pedagogai siekia didinti struktūrinius išteklius, t. y. ugdyti ir panaudoti darbe savo gebėjimus. Be to, nustatyta, kad autonomija ir kolegų parama taip pat susijusi su mažesniu išsekimu, kai darbuotojai siekia iššūkių savo darbe, t. y. apie atsiradusias naujoves sužino ir jas išbando, imasi papildomų užduočių ir naujų projektų, patys pasisiūlo prisidėti prie naujų veiklų
Pretendentų bendrųjų gebėjimų įvertinimo sąsajos su karjera Lietuvos valstybės tarnyboje
Get PDFLithuanian civil service is nowadays under reform. A new selection system has started beginning in June 2013 and it was a huge step toward modern human resource management. Based on proper practices in other countries, the current selection system consists of two parts: the centralized evaluation of general abilities at the Civil Service Department and the competition phase (interview) at each institution. A survey conducted in 2014 showed that Lithuanian civil servants evaluated the new system as more transparent, efficient and flexible as compared with the old one. However, in the society and among politicians, some sceptical attitudes are still common regarding the selection system itself and toward the content and value of the general ability test in particular. Thus, it was important to analyze this test from a wider perspective.The career data of 17 821 candidates, who had passed the general ability test at the Civil Service Department, were analyzed in this study. Out of that number, 5 352 had started their careers as civil servants and worked from 3 to 46 months up until the beginning of the study. During that period, 1 159 civil servants were advanced in their career and 729 had resigned from civil service.The analyzed general ability test consists of 2 parts. The first part is made up of 40 questions measuring cognitive abilities (verbal reasoning, numeric reasoning, ability to learn) and the second part another is 20 questions measuring general competencies (analysis and communication) and the knowledge of legislate. The candidates must answer correctly not less than 20 questions in the first and not less than 10 questions in the second part. The candidates who had both scored more than 30 questions in the first part and 15 questions in the second part were attributed to the group of talented employees.The results revealed that the general ability test can be valued not only as an instrument helping eliminate people who do not show the sufficient abilities and competencies to work in civil service. It could be seen as a reference point of effectiveness for career decisions as placement, advancement and retain of employees as well. Organizations, even without knowing the results of the general ability test, usually select and promote candidates who have taken the general ability test with greater results. In the sample of the talented civil servants, the results were even better: 48.9% of the talented candidates started their work in civil service as compared to the 34.9% of the remaining group; 26.8% of them were promoted as compared to the 21.4% of the non-talented civil servants. However, better results of the general ability test are related with the resignation of civil servants. Thus, more attention should be taken to human resource management, aiming that in the future, the field of civil service would accommodate brighter professionals.Lietuvos valstybės tarnyba išgyvena reformų etapą. 2013 m. pakeista atrankos į valstybės tarnybą sistema buvo didelis žingsnis modernizuojant žmogiškųjų išteklių valdymą. Atsižvelgiant į kitų šalių gerąją praktiką, atrankos metu pradėti vertinti kognityvieji gebėjimai ir kompetencijos leido pasiekti trumpalaikius tikslus – didesnį atrankos skaidrumą, objektyvumą, trumpesnį atrankos komisijų darbo laiką, kompetentingesnių asmenų dalyvavimą tolesniuose atrankos etapuose. Tačiau šio įvertinimo sąsajos su ilgalaikėmis pasekmėmis, tokiomis kaip karjera valstybės tarnyboje, iki šiol nebuvo tirtos.Tyrime analizuoti 17 281 asmens, išlaikiusio bendrųjų gebėjimų testą Valstybės tarnybos departamente, karjeros duomenys. Rezultatai atskleidė, kad bendrųjų gebėjimų įvertinimas gali būti taikomas ne tik kaip priemonė, apribojanti pakankamų gebėjimų neturinčių asmenų patekimą į valstybės tarnybą, bet ir kaip atskaitos taškas, vertinant įdarbinimo, karjeros ir darbuotojų išlaikymo organizacijoje sprendimus. Į valstybės tarnybą yra atrenkami ir karjerą daro aukštesniais balais bendrųjų gebėjimų testą išlaikę asmenys. Kita vertus, asmenys, kurių bendrųjų gebėjimų testo rezultatai geresni, yra labiau linkę palikti valstybės tarnybą savo noru. Todėl, siekiant, kad valstybės tarnyboje dirbtų savo srities profesionalai, daugiau dėmesio turi būti skirta kokybiškam žmogiškųjų išteklių valdymui
Atidėliojimas, saviveiksmingumas ir laiko valdymas akademinėje veikloje
Get PDFStudies researching the relationship between procrastination and self-efficacy produce ambiguous results. According to some researchers, the relationship is positive, according to others – negative, and still others claim that there is no relationship between the two. This suggests that the actual relationship between procrastination and self-efficacy might be moderated by a third variable. In this paper, time management was chosen as a potential candidate for such moderation. Thus the aim of this study is to asses the relationship between self-efficacy, procrastination and time management in an academic environment.The Procrastination Assessment Scale for Students (PASS) was used for measuring the academic procrastination, while the Motivated Strategies for Learning Questionnaire (MSLQ) was utilised to measure the academic self-efficacy and academic time management. Survey participants consisted of individuals studying at the following universities: Vilnius University, Vilniaus Gedimino Technikos University, Mykolas Romeris University and Lietuvos Edukologijos University. In total, 153 students (88 women, 63 men and 2 unspecified) were surveyed using the paper and pencil method. Participants were selected using the convenience sampling strategy. The average age of participants was 20.2 years (SD = 1.21). The methodology of this study consists of a correlation analysis and a moderation analysis.The results suggest that the relationship between academic procrastination and academic self-efficacy is moderated by the skills of academic time management. Among the students with high time management, the score of increasing self-efficacy corresponded with decreasing procrastination. On the opposite, students with low self-efficacy showed a different trend: with an increase in time management, procrastination was decreasing at first; yet later it began increasing. In general, the level of procrastination is lower when both self-efficacy and time management are high.The sample used in this study was quite homogeneous; therefore, the obtained results should be interpreted with some caution. Future work could be focused on repeating the same study using a more representative sample.Straipsnyje siekiama įvertinti akademinio saviveiksmingumo ir akademinio laiko valdymo gebėjimų sąveiką su akademiniu atidėliojimu. Tyrime dalyvavo 153 patogiuoju būdu atrinkti Vilniaus miesto universitetų studentai, kurių amžiaus vidurkis 20,2 metų (SD = 1,21). Atlikus tyrimą paaiškėjo, kad didėjantis akademinis saviveiksmingumas siejasi su mažėjančiu akademiniu atidėliojimu, bet pernelyg stiprus tikėjimas savo gebėjimais – didėjančiu akademiniu atidėliojimu. Taip pat aptikta, kad, gerėjant akademinio laiko valdymo gebėjimams, akademinio atidėliojimo ir akademinio saviveiksmingumo ryšys silpnėja
Studentų akademinės motyvacijos skalės (SAMS-21) struktūra
Get PDFThe Student Academic Motivation Scale (SAMS-21), which was developed on the cornerstone attitudes of the self-determination theory and hierarchical model (Vallerand, 1997; 2000), while seeking to retain the suggested structure of motivation types, is presented in this article. There are suggested seven types in the Vallerand hierarchical motivation model (Vallerand, 1997; 2000) that correspond with the original proposal from Deci and Ryan: three types of intrinsic motivation (intrinsic motivation to know, to accomplish things and to experience stimulation), three types of extrinsic motivation (external regulation, introjected and identified), and amotivation. There are some scales to evaluate academic motivation, (Hegarty, 2010; Martin, Yu, Paporth, Ginns, & Collie, 2014; Moyen & Doyle, 1978), the most popular among them is the Academic Motivation Scale (AMS; Vallerand et al., 1992). There are more than a few studies that have confirmed the scale’s validity and reliability (Cokley et al., 2001; Vallerand et al., 1992). AMS is adjusted in some countries, for example, in Croatia (Koludrović & Ercegovac, 2014), Italy (Alivernini & Lucidi, 2008), Turkey (Can, 2015) and in others. Despite the evidences of scale validity, it does have some shortages. It could be shorter; the structure of the scale is not identical with the theoretical model (Cokley, 2000; Fairchild, Horst, Finney, & Barron, 2005) and the wording of items of extrinsic introjected motivation subscales is not entirely matching the theoretical concept of introjected motivation. All those reasons, as well the opportunity to have choice of the instruments that are assessing the same construct, stimulate us to create the Student Academic Motivation Scale (SAMS-21).The aim of the research is to develop a short scale for the assessment of academic motivation and examine its structure and psychometrical properties in the sample of students. The research was conducted in two stages; 621 students that are studying in different study programs from two universities participated in it. The SAMS-21 scale was used to examine academic motivation. The Lithuanian version of the General Motivation Scale (GMS-28; Guay et al., 2003; Urbanaviciute et al., 2013) was used to evaluate the convergent and divergent validity of the SAMS-21 scale. Students were asked about their term grade averages and the satisfaction with their study programs. Obtained results confirmed the seven types of motivation that are traditionally distinguished by the authors of self-determination theories; however, the validity of second order factors (intrinsic and extrinsic motivation) was not confirmed. All subscales of SAMS-21 correlated in a statistically significant manner with corresponding GMS-28 subscales; however, a relatively higher correlation (rs = 0.74) was obtained between SAMS-21 and GMS-28 for the intrinsic motivation to know. The intrinsic motivation to experience stimulation and amotivation subscales correlated stronger not with the corresponding GMS-28 subscales, but with other GMS-28 subscales. The present findings provide adequate support for the reliability of the scale as well as the proof of scale validity.Straipsnyje pristatoma Studentų akademinės motyvacijos skalė (SAMS-21), rengta remiantis svarbiausiomis hierarchinio savideterminacijos teorijos modelio prielaidomis ir siekiant išlaikyti jos siūlomą motyvacijos tipų struktūrą. Tyrimo tikslas – sukurti trumpą akademinės motyvacijos vertinimo skalę ir ištirti jos struktūrą bei psichometrines charakteristikas studentų imtyje. Tyrimas vyko dviem etapais, iš viso jame dalyvavo 621 dviejų universitetų įvairias studijų programas studijuojantis studentas. Akademinė motyvacija tirta SAMS-21 skale, siekiant įvertinti konvergentinį ir divergentinį skalės validumą, naudota Bendrosios motyvacijos skalė (GMS-28; Guay, Mageau, & Vallerand, 2003; Urbanaviciute, Kairys, Juodkune, & Liniauskaite, 2013), taip pat studentų klausta apie jų semestro pažymių vidurkį ir pasitenkinimą studijų programa. Gauti rezultatai leidžia išskirti septynis motyvacijos tipus, minimus hierarchiniame motyvacijos modelyje. Atlikta analizė rodo, kad skalė patikima, taip pat surinkta jos validumo įrodymų
Socialinio tinklo dydis, asmenybė ir gerovė prieš pensiją ir pensijoje
No full textFocus on the well-being of retired adults, as well as people approaching retirement, has been growing in the psychological domain. Although well-being is an import aspect of life in any age, adults in preretirement and retirement face unique challenges. The impact of retirement on a person’s well-being may vary depending on many factors. The general aim of this study was to investigate the links that well-being has with social network size and personality in preretirement and retirement. Overall, 788 adults participated in this study. Participants were divided into two groups: younger than statutory retirement age (N = 368, M age = 55.56, SD = 3.68) and older than statutory retirement age (N = 420, M age = 72.25, SD = 7.42) individuals. The sample represents the composition of Lithuanian population over 50 years old. Participants completed a questionnaire including questions about their gender, age, education, retirement, social network size (Social network size questionnaire), personality (NEO five-factor inventory (NEO-FFI)) and well-being (The Lithuanian Well-Being Scale for adults (LPGS-S)). Results show that being fully retired and with neuroticism negatively relates to well-being. On the other hand, higher level of education, not being fully retired from work, extraversion, openness to experiences, agreeableness, conscientiousness and social network size positively relates to well-being. Personality traits that were most predictive of well-being were those that compared to demographic factors and social network size. Furthermore, for preretired individuals, the relationship between social network size and well-being was nonsignificant. In contrast, although small but significant differences were observed in the fully-retired, older adults group. Overall, the findings of this study show the importance of personality traits, social network size and retirement from work in older age.Psichologiniai išeinančių ir išėjusių į pensiją asmenų gerovės tyrimai tampa vis dažnesni. Nors gerovė yra svarbi visais asmens raidos etapais, išeinantieji ir išėjusieji į pensiją susiduria su išskirtinėmis problemomis. Išėjimas į pensiją yra lūžis asmens gyvenime, tačiau jo poveikis asmens gerovei gali būti susijęs su įvairiais veiksniais. Šiuo tyrimu siekta išsiaiškinti socialinio tinklo dydžio, asmenybės ir gerovės sąsajas prieš išeinant į pensiją ir pensijoje. Tyrimo imtį sudarė 788 dalyviai. Jie buvo priešpensinio (N = 368, vidutinis amžius M = 55,56, SD = 3,68) ir pensinio (N = 420, vidutinis amžius M = 72,25, SD = 7,42) amžiaus. Tyrimo imtis savo struktūra atitinka 50 metų ir vyresnių Lietuvos gyventojų populiacijos struktūrą. Visi tyrimo dalyviai atsakė į demografinius klausimus ir užpildė socialinio tinklo dydžio klausimyną, NEO-FFI klausimyną ir Lietuviškąją psichologinės gerovės skalę (LPGS-S). Nustatyta, kad amžius ir neurotiškumas neigiamai siejasi su gerove, o išsilavinimas, darbas pensiniu ar priešpensiniu laikotarpiu, ekstraversija, atvirumas patyrimui, sutarumas, sąmoningumas ir socialinio tinklo dydis šiame tyrime su gerove siejosi teigiamai. Asmenybės bruožai paaiškino didžiausią dalį gerovės sklaidos, palyginti su demografiniais kintamaisiais ir socialinio tinklo dydžiu. Ryšys tarp gerovės ir socialinio tinklo dydžio buvo nereikšmingas, kai jis tirtas tik dirbančiųjų imtyje. Vis dėlto maža, tačiau reikšminga sąsaja siejo socialinio tinklo dydį su gerove nedirbančiųjų imtyje. Apibendrinant – šis tyrimas leidžia geriau suprasti socialinio tinklo dydžio ir darbinio statuso sąsajas su gerove prieš išeinant į pensiją ir išėjus į ją, net atsižvelgiant į asmenybės bruožų svarbą
Gimimo eiliškumas bei ikimokyklinio amžiaus vaikų elgesio ir emocijų sunkumai
Get PDFBirth order (or the sequence of the siblings according with their birth within one family) is a phenomenon discussed and researched starting with as long ago as writings of Sigmund Freud and Alfred Adler. Yet it is still not possible to argue beyond the reasonable doubt whether the birth order has any direct or indirect influence on individual personality development and later personal and social achievements in life. Multiple attempts in the area have been made with differing results; the methods of the analysis have been criticized, so even today no sound and reliable arguments can be presented for the conclusion on this issue. What we have achieved is definitely an understanding that the phenomenon is very complex in nature, there are many factors that need to be considered together, and their influence on each other is still something to be untangled. Thus, birth order continues to remain a focus of the ongoing research. The purpose of this study is to increase the knowledge of the various consequences that changes within a family (as identified by the birth order of children in the family) may have on personal development and to identify whether the emotional and behavioral problems of Lithuanian preschool children are related to their birth order. We analyzed data of 338 Lithuanian four-year-old children (174 girls and 164 boys). Mothers and caregiver-teachers have rated the children’s behavioral and emotional problems with CBCL/1½-5 and C-TRF (Achenbach & Rescorla, 2000). Children were grouped according with their birth order (reported by mothers) into three groups: first-borns (N – 51), the only children (N – 134), and the youngest children (N – 140). The group of middle-born children (N – 13) was too small for further analysis. The results showed that firstborn children were rated as having more emotional and behavioral problems by their mothers than the youngest children. Kindergarten teachers’ reports on children’s emotional and behavioral problems did not differ in various birth order groups. We conclude that it is possible that, according to Alfred Adler, “dethroned” children (who were the only child and became the first born after a younger sibling was born) display more emotional and behavioral problems only towards their parents or in the home environment, and that birth order as an easily observable factor could be part of the complex intrafamily continuum of social influences and relationships.Vaikų gimimo seka šeimoje, arba gimimo eiliškumas, iki šiol yra veiksnys, kurio tiesioginis ar netiesioginis poveikis asmenybės raidai ir pasiekimams gyvenime nėra gerai žinomas. Šiame tyrime aiškinomės, ar ikimokyklinio amžiaus vaikų elgesio ir emocijų sunkumai, kuriuos nurodo jų motinos ir auklėtojos, siejasi su vaikų gimimo eiliškumu. Išanalizavę 338-ių Lietuvos keturmečių duomenis, aptikome, kad vyriausi vaikai, jų motinų vertinimu, turi daugiau emocijų ir elgesio sunkumų nei jauniausi vaikai. Auklėtojų vertinimu, keturmečiai elgesio ir emocijų sunkumais, atsižvelgiant į gimimo seką, nesiskyrė. Panašu, kad, gimus jaunesniam broliui ar seseriai, maži vaikai tiktai santykiuose su tėvais arba namų aplinkoje reaguoja didesniu nepasitenkinimu, priešiškumu ar kitais mažiau priimtinais elgesio bei emocijų raiškos būdais
Patikslinto lietuviškojo darbuotojų psichologinio įgalinimo klausimyno (PĮKL-9) psichometriniai rodikliai
Get PDFThe psychological empowerment of employees as the psychological enabling and positive motivational state of individuals at work has been broadly studied in relation with their attitudes towards work and organisations, work behaviour, productivity, reactions to changes or innovations. Employee empowerment is especially important for the organisations with flexible management systems which are based on the principles of employee proactivity, personal responsibility and intrinsic work motivation. The article presents the process of improving the LPEQ – Lithuanian Psychological Empowerment Questionnaire (Tvarijonavičius & Bagdžiūnienė, 2013) and the revised 9-item version of the questionnaire. The first version consisted of fifteen items representing five dimensions of psychological empowerment: meaning, enthusiasm, decision making, autonomy, and trust in competence. However, later studies revealed that a three-dimensions exploratory factor solution is also possible (e.g., Jokubauskaitė & Lazauskaitė--Zabielskė, 2016). The aim of the two studies presented in this paper was to repeatedly evaluate and to specify the structure of the LPEQ and to verify the psychometric indicators of the revised 9-item version of the questionnaire. Exploratory and confirmatory factor analyses of data from the first study sample (740 employees from different Lithuanian organisations) were explored to examine the structure, construct validity and reliability of the questionnaire. The CFA showed substantial support for the three factors‘ solution when the first factor (meaning) consisted of two items from the previous meaning dimension and one item from enthusiasm, the second factor (decision making) included two items from the previous decision making and one from autonomy dimensions and the third factor (trust in competence) remained without changes (χ² = 57.69, df = 24, χ² /df = 2.391, p < 0.001; RMSEA = 0.061; GFI = 0.9674; CFI = 0.939; NFI = 0.953). Measures of validity and internal consistency were additionally analysed on the second study data (658 participants). The results proved the convergent validity of the shortened version of the LPEQ: three dimensions and the total score of empowerment were highly and positively related with similar constructs – intrinsic motivation, engagement, autonomy, occupational self-efficacy, in-role behavior (p < 0.01). Cronbach’s α coefficients of the dimensions varied between 0.755 and 0.835.In conclusion, the revised version of the Lithuanian Psychological Empowerment Questionnaire (LPEQ – 9) can be characterised as an instrument with appropriate psychometric properties for use in research and practice. Directions for the future research in the field are discussed.Darbuotojų psichologinis įgalinimas – vidinė darbuotojo būsena, apimanti meistriškumo ir motyvacinės energijos patyrimą, – siejamas su teigiamomis darbuotojų nuostatomis, darbiniu elgesiu ir darbo rezultatais. Jis svarbus šiuolaikinėse organizacijose, ypač taikant lanksčias personalo valdymo sistemas, pabrėžiančias darbuotojų proaktyvumą ir įsitraukimą į darbą. Lietuviškojo psichologinio įgalinimo klausimyno pirmąją penkiolikos teiginių versiją sudaro penkios dimensijos (Tvarijonavičius ir Bagdžiūnienė, 2013), tačiau tyrimai rodo, kad teiginių pasiskirstymas ne visuomet atitinka penkių faktorių struktūrą. Tai paskatino atlikti papildomus metodo tikslinimo tyrimus. Straipsnyje pristatomų dviejų tyrimų pagrindinis tikslas – pakartotinai išnagrinėti lietuviškąjį darbuotojų psichologinio įgalinimo tyrimo metodą. Pirmajame tyrime, kuriame dalyvavo 740 įvairių organizacijų darbuotojų, parengtas patikslintas devynių teiginių klausimynas (PĮKL-9), kurį sudaro prasmės, sprendimų priėmimo ir pasitikėjimo kompetencija dimensijos, pagrįsti konstrukto validumas ir vidinis suderintumas. Antrajame tyrime, kuriame dalyvavo 658 darbuotojai, papildomai buvo tikrinamas metodo validumas. Abiejuose tyrimuose duomenys buvo renkami anketinės apklausos būdu. Rezultatai parodė, kad patikslintas darbuotojų psichologinio įgalinimo klausimynas pasižymi geromis psichometrinėmis savybėmis, gali būti naudojamas moksliniuose tyrimuose ir vertinant darbuotojų psichologinį įgalinimą konkrečiose organizacijose