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Occupational Well-being Among University Faculty: A Job Demands-Resources Model

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F18%3A00477531" target="_blank" >RIV/68081740:_____/18:00477531 - isvavai.cz</a>

  • Result on the web

    <a href="http://dx.doi.org/10.1007/s11162-017-9467-x" target="_blank" >http://dx.doi.org/10.1007/s11162-017-9467-x</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1007/s11162-017-9467-x" target="_blank" >10.1007/s11162-017-9467-x</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Occupational Well-being Among University Faculty: A Job Demands-Resources Model

  • Original language description

    The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50101 - Psychology (including human - machine relations)

Result continuities

  • Project

    Result was created during the realization of more than one project. More information in the Projects tab.

  • Continuities

    P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Others

  • Publication year

    2018

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Research in Higher Education

  • ISSN

    0361-0365

  • e-ISSN

  • Volume of the periodical

    59

  • Issue of the periodical within the volume

    3

  • Country of publishing house

    US - UNITED STATES

  • Number of pages

    24

  • Pages from-to

    325-348

  • UT code for WoS article

    000429363600004

  • EID of the result in the Scopus database

    2-s2.0-85023746541