1,721,023 research outputs found
Are Workaholism and Work Engagement in the Eye of the Beholder?
No full textVirtually all studies on workaholism and engagement – two forms of heavy work investment – rely on self-part questionnaires.
However, the limitations of self-reports are widely acknowledged and in their final sections, papers on workaholism and engagement typically lament the use of such measures. Investigating data other than respondents’ self-reports, such as peer ratings, may overcome these limitations. Using a sample of 73 dyads composed of focal workers and their colleagues, the present study aimed: (1) to compare focal workers’ and coworkers’ perceptions concerning their levels of work engagement and workaholism; and (2) to explore the discriminant validity of engagement and workaholism. A multitrait-multimethod (MTMM) matrix and a correlated trait-correlated method model, the CT-C(M-1) model, were examined. Our results showed a considerable agreement between both raters (i.e., focal workers and coworkers) in levels of engagement and workaholism. In contrast to previous findings, a significant difference between raters on the cognitive dimension of workaholism (i.e., working compulsively) was observed. Moreover, our results provided further evidence for the discriminant validity between the two forms of heavy work investment
“If it is dreamable it is doable”: the role of desired job flexibility in imagining the future
No full textPurpose – The purpose of this paper is to compare how the dimension of attitudes toward future that consists in perception of dynamic future may be affected by desirable goals (desired job flexibility) and probable events (probable job flexibility) in a group of permanent vs temporary employees. Moreover the aim is to explore the gender differences in respect to variables studied. Design/methodology/approach – The data were collected using self-report questionnaires on a sample of 710 employees, of which 63 percent women, 57.2 percent permanent employees, and 42.8 percent fixed-term employees. Findings – The results showed that probable job flexibility mediated the relationship between desired job flexibility and the perception of a dynamic professional future. In addition, the type of contract moderated the interaction effect of job mastery on the relationship between desired and probable flexibility. Job mastery, however, has a direct effect on probable flexibility only on women in fixed-term employment. Research limitations/implications – The study presented some limitations: the data derived from the self-report questionnaires, respondents participated on a voluntary basis, and the research design was cross-sectional. Practical implications – The results of this study could be used to influence guidance practitioners’ decisions on the role of antecedents of future orientation (desired flexibility, probable flexibility, and job mastery) in designing programs and interventions for career management that also take gender into account. Originality/value – Overall, these results provided some insight into the relationship between specific guidance actions and goal-oriented career planning
Processi di autovalutazione. Punti di forza, criticità e opportunità di miglioramento
No full textL’autovalutazione delle scuole, introdotta con le normative sul Rapporto di Autovalutazione (RAV) e il Piano di Miglioramento (PdM), ha innescato processi complessi all’interno degli istituti scolastici, sia a livello politico-culturale, sia a livello socio-organizzativo. L’impegno di dirigenti scolastici e insegnanti rispetto alle procedure di autovalutazione ha infatti favorito l’emergere di un vivace confronto, ancora in atto, circa le convinzioni, gli atteggiamenti, i linguaggi e i processi logici connessi alla realtà della scuola e della valutazione. Verso quale direzione stanno evolvendo tali aspetti? È attualmente possibile
pensare a una loro integrazione funzionale, con autentiche pratiche di autovalutazione e miglioramento delle scuole in termini di efficacia pedagogico-didattica? Di sviluppo collegiale e organizzativo? Di crescita delle professionalità educative?
Partendo da tali interrogativi, il Dipartimento di Scienze dell’Educazione ‘G.M. Bertin’ dell’Università di Bologna, in collaborazione con l’Ufficio Scolastico Regionale per l’Emilia-Romagna, ha realizzato un percorso di ricerca e accompagnamento dei processi di autovalutazione, quale strumento per il miglioramento degli istituti scolastici. Lo scopo
principale è stato quello di individuare punti di forza e criticità di tali processi e mettere a punto suggerimenti e linee guida utili
ad accompagnare insegnanti e dirigenti scolastici nell’implementazione del Piano di Miglioramento
How" good" a healthcare professional should be? An empirical study on the acquired and required psychosocial competences for comprehensive haemophilia care.
No full textIntroduction and Objective: The comprehensive care (CC) model promoted by the WFH is nowadays widely acknowledged, although its actual implementation is subject to considerable variations among Countries and/or Centres, due to socio-cultural aspects and resources availability. In this framework, healthcare professionals (HCPs) are asked to acquire psychosocial competences, which are transversal to various professions, but are also expressed and contextualised depending on the professional specificities and circumstances. This study, which is part of a two-year research project, aims to identify and describe such non-technical competences in relation to five major domains that a previous study recognised as representative of HCPs’ experiences in working with haemophilia: dealing with policies, resources and stakeholders in the local care system; challenges when caring for impaired adult PWHs; diagnosis and counselling about reproductive choices; challenges when coping with adolescent PWHs; considering the impact of family dynamics. Materials and Methods: Structured interviews with haemophilia HCPs, people with haemophilia (PWHs) and their family members, from seven different countries, were content analysed. Technical and non-technical competences and needs associated with different actors (i.e. HCPs, PWHs, family members) in the five domains were coded. Details about the interviewee (i.e. role, Country) were also considered in order to reflect on cultural and organisational specificities. Results: The triangulation between the perspectives of the main actors involved in haemophilia care led to the identification of relevant needs and cross-professional and non-technical competences supporting the CC model. The representation of HCPs’ work will be described through the identification of the challenges to be addressed and the competences to be developed in each domain, introducing some reflections about how professional and cultural specificities may affect the CC model. Conclusions: Overall, this research project contributes to improve knowledge and awareness of the different psychosocial aspects that the CC model requires to be fully achieved. Such knowledge can be integrated in research designs and can become the basis for further developments in interventions (e.g. training paths, work organisation in haemophilia CC centres) It can also be used for constructing a cross-professional and cross-national “core curriculum” in order to promote CC in haemophilia
“Profili di successo”: motivazione autonoma e risorse di carriera negli studenti universitari
No full textThe Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students
Full text linkPromoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal
study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement
Educational leadership and innovative teaching practices: a polynomial regression and response surface analysis
Full text linkPurpose – This study explores the factors that explain the adoption of innovative teaching practices within schools and how this is determined by the different perceptions of principals and teachers. Design/methodology/approach – The authors use the self-other agreement to measure the difference between the principal and teachers’ rating based on the responses of 255 principals and 10,415 teachers, applying polynomial regression with surface analysis to examine the in-agreement/disagreement of self- and other-ratings.
Findings – Results indicate that schools where principals and teachers agree on the level of collaborative culture, learning climate, professional development and instructional leadership are associated with higher innovative teaching practices, creating opportunities for stimulating learning environments. In addition, the adoption of innovative professional practices is more likely to result when there is disagreement with teacher over-rating the factors.
Practical implications – It has practical implications for developing strategies aimed at encouraging the implementation of innovative teaching practices among teachers and it extends the research on teachers’ professional practices by using self-other agreement data collection method and surface analysis. Originality/value – The vast collection of data provide a unique investigation opportunity of the effects of collaborative culture, learning climate, professional development and instructional leadership on innovative teaching in Italy
Tackling job insecurity : can a boundaryless career orientation boost job crafting strategies and career competencies?
Full text linkThe present study was aimed at investigating the mediating role played by job crafting and career competencies (i.e., knowing why, knowing how, and knowing whom) within the negative relation between boundaryless career orientation and job insecurity. A sample of 267 Italian employees fulfilled an online self-report questionnaire. Results of bootstrapping models with multiple mediators operating in serial indicated that boundaryless career orientation was negatively related to job insecurity through the subsequent mediation first of job crafting, and then of career competencies. This study provided support for the hypothesized relevance of training interventions focusing on the enhancement of a boundaryless perspective and job crafting strategies among HR best practices
Processi di autovalutazione. Punti di forza, criticità e opportunità di miglioramento
No full textL’autovalutazione delle scuole, introdotta con le normative sul Rapporto di Autovalutazione (RAV) e il Piano di Miglioramento (PdM), ha innescato processi complessi all’interno degli istituti scolastici, sia a livello politico-culturale, sia a livello socio-organizzativo. L’impegno di dirigenti scolastici e insegnanti rispetto alle procedure di autovalutazione ha infatti favorito l’emergere di un vivace confronto, ancora in atto, circa le convinzioni, gli atteggiamenti, i linguaggi e i processi logici connessi alla realtà della scuola e della valutazione. Verso quale direzione stanno evolvendo tali aspetti? È attualmente possibile
pensare a una loro integrazione funzionale, con autentiche pratiche di autovalutazione e miglioramento delle scuole in termini di efficacia pedagogico-didattica? Di sviluppo collegiale e organizzativo? Di crescita delle professionalità educative?
Partendo da tali interrogativi, il Dipartimento di Scienze dell’Educazione ‘G.M. Bertin’ dell’Università di Bologna, in collaborazione con l’Ufficio Scolastico Regionale per l’Emilia-Romagna, ha realizzato un percorso di ricerca e accompagnamento dei processi di autovalutazione, quale strumento per il miglioramento degli istituti scolastici. Lo scopo
principale è stato quello di individuare punti di forza e criticità di tali processi e mettere a punto suggerimenti e linee guida utili
ad accompagnare insegnanti e dirigenti scolastici nell’implementazione del Piano di Miglioramento
Happy employees in a resourceful workplace: just a direct relationship?: A study on the mediational role of psychological capital
No full textPurpose: The purpose of this paper is to explore the positive association between job resources, i.e. autonomy and co-workers support, and psychological capital (PsyCap). In addition, it is aimed to assess the mediational role of PsyCap in the relationship between job resources, on the one hand, and work engagement and psychological distress on the other hand. Design/methodology/approach: A sample of 235 employees working in a large-scale retail company completed a structured questionnaire. To test the hypotheses, the collected data were analyzed with structural equation modeling. Findings: The results fully supported the hypotheses and showed that autonomy and co-workers’ support were positively associated with PsyCap. In addition, PsyCap fully mediated the effect of job resources on work engagement and psychological distress. Research limitations/implications: The results indicate that a greater degree of autonomy allowed to employees in performing their work, and social support from co-workers may significantly contribute to building employees’ personal resources such as PsyCap. This positive association between job resources and PsyCap, in turn, leads employees to feel more engaged in their work and prevents them from harmful outcomes such as symptoms of psychological distress. Originality/value: This study extends prior research on the motivational process of the job demands-resources model. Furthermore, it develops the notion of resources caravans postulated by the conservation of resources theory in its attempt to examine PsyCap as a mediator in the association between job resources and different individual outcomes
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