Reconceptualizing the work-family interface: an ecological perspective on the correlates of positive and negative spillover between work and family.
01 Jan 2000-Journal of Occupational Health Psychology (Educational Publishing Foundation)-Vol. 5, Iss: 1, pp 111-126
TL;DR: Ecological theory was used to develop a more expanded conceptualization of the work- family interface and to identify significant correlates of multiple dimensions of work-family spillover.
Abstract: Ecological theory was used to develop a more expanded conceptualization of the work-family interface and to identify significant correlates of multiple dimensions of work-family spillover. Using data from employed adults participating in the National Survey of Midlife Development in the United States (N = 1,986), negative spillover from work to family, positive spillover from work to family, negative spillover from family to work, and positive spillover from family to work were found to be distinct work-family experiences. Analyses indicated that work and family factors that facilitated development (e.g., decision latitude, family support) were associated with less negative and more positive spillover between work and family. By contrast, work and family barriers (e.g., job pressure, family disagreements) were associated with more negative spillover and less positive spillover between work and family. In some cases, results differ significantly by gender.
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TL;DR: Work-family enrichment as discussed by the authors is defined as the extent to which experiences in one role improve the quality of life in the other role, and it is used as a way to measure the effect of work-life transitions.
Abstract: We define work-family enrichment as the extent to which experiences in one role improve the quality of life in the other role. In this article we propose a theoretical model of work-family enrichment and offer a series of research propositions that reflect two paths to enrichment: an instrumental path and an affective path. We then examine the implications of the model for future research on the work-family enrichment process.
2,900 citations
TL;DR: A review of 190 work-family studies published in IO/OB journals from 1980 to 2002 is presented in this paper, with a discussion of recurring themes in the literature and the identification of blind spots in the IO/O perspective on work and family.
1,886 citations
TL;DR: In this article, a meta-analytic review combines the results of more than 60 studies to help determine the relative effects of work, non-work, and demographic and individual factors on work interference with family (WIF) and family interference with work (FIW).
1,820 citations
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01 Jan 2003
TL;DR: Work-family balance is a hot topic in the field of psychology as discussed by the authors, with a large body of work and non-work related work-family work-self-definitional boundaries.
Abstract: Social roles play important functions in the lives of all individuals (e.g., Ashforth, Kreiner, & Fugate, 2000; Clark, 2000). They help to define who we are-imposing self-definitional boundaries. They influence what we do-imposing behavioral boundaries. They influence how and with whom we interact-imposing relational boundaries. They influence what we think about-imposing cognitive boundaries. They influence how we feel about things-imposing affective boundaries. They structure our use of timeimposing temporal boundaries. Finally, they structure our physical location-imposing spatial boundaries. The primary social roles that make up the lives of most adults are depicted in Figure 7.1. As shown in this figure, one can make a broad distinction between work and nonwork domains of life (e.g., Rice, McFarlin, Hunt, & Near, 1985). Within the nonwork domain, several subdomains of social roles exist-family, religious, community, leisure, and student. Because social roles provide meaning and structure in people’s lives, researchers from many disciplines are interested in the notion of balance between social roles. This interest partly derives from the understanding that despite the various types of boundaries fostered by social roles, these boundaries differ in permeability and flexibility, and transitions across boundaries occur often (e.g., Ashforth et al., 2000; Clark, 2000). It also derives from the expectation that imbalance between social roles may be an important stressor that can influence outcomes in the affected life domains and can influence the overall health and well-being of individuals exposed to the imbalance. The overall goal of this chapter, therefore, is to provide an overview of the literature on work-family balance. Toward this end, I will (a) define work-family balance, (b) review early and contemporary models of workfamily balance, (c) review the major causes and outcomes of work-family balance, and (d) explore strategies for promoting work-family balance. Because of the extensive work-family literature that has developed, I cannot provide an exhaustive review of each of these issues in a short chapter. Nonetheless, while being selective, I will try to provide a broad overview. The focus of this review is on the relationship between work and family roles for three reasons. First, in contrast to other nonwork roles, conceptual interest in the relationship between work and family has been much stronger, with a research history that dates back to at least the 1930s
1,420 citations
TL;DR: In this article, the authors investigated in a sample of 587 telecom managers whether workaholism, burnout, and work engagement can be distinguished empirically, with existing, validated multi-dimensional questionnaires.
Abstract: The present study investigated in a sample of 587 telecom managers whether workaholism, burnout, and work engagement—the supposed antipode of burnout—can be distinguished empirically. These three concepts were measured with existing, validated multi-dimensional questionnaires. Structural equation modeling revealed that a slightly modified version of the hypothesised model that assumed three distinct yet correlated constructs—burnout, engagement, and workaholism—fitted the data best. Multiple regression analyses revealed that these three concepts retained unique hypothesised patterns of relationships with variables from five clusters representing (1) long working hours, (2) job characteristics, (3) work outcomes, (4) quality of social relationships, and (5) perceived health, respectively. In sum, our analyses provided converging evidence that workaholism, burnout, and engagement are three different kinds of employee well-being rather than three of a kind. La presente etude examine aupres d’un echantillon de 587 cadres des telecommunications la question de savoir si l’addiction au travail, le burnout et l’engagement au travail—suppose l’inverse du burnout—peuvent etre distingues empiriquement. Ces trois concepts sont mesures a partir de questionnaires multi-dimensionnels existants et valides. La modelisation d’equation structurale indique qu’une version legerement modifiee du modele teste selon lequel le burnout, l’engagement au travail et l’addiction au travail sont trois formes distinctes bien que correlees du bien-etre, rend mieux compte des resultats. Des analyses de regression multiples montrent que ces trois concepts renvoient
1,284 citations
Cites result from "Reconceptualizing the work-family i..."
...This agrees with recent findings of Grzywacz and Marks (2000) that suggest a positive spill-over effect from work to private life: having a fulfilling job has a positive impact on family life....
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References
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TL;DR: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations.
Abstract: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations; sensors for the above enumerated fluid characteristics located in the vessel along the channel and within the area of induced turbulent flow; and integral heat-exchanging means e.g., cartridge heaters, within the vessel and external solid state circuitry for maintaining or achieving a preselected temperature in a fluid passing through the vessel and in the sensors. Also disclosed is such an apparatus adapted to the analysis of very small quantities of fluids, e.g., blood, including components for sample storage and transfer, preheating, propulsion and electronic read out and display.
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TL;DR: In this paper, the authors investigated the relationship between self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth, and found that these aspects are not strongly tied to prior assessment indexes.
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10,548 citations
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...…on health (Burg & Seeman, 1994; Rook, 1984), positive and negative psychological well-being (Bradburn, 1969; Bryant & Veroff, 1982; Lawton, 1983; Ryff, 1989, Ryff & Reconceptualizing the work-family interface - 8 Keyes, 1995), and positive and negative marital quality (Fincham, 1997) suggest…...
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01 Jan 1997
TL;DR: In this article, the authors discuss the importance of biology for human development and the role of the human brain in the development of human cognition and behavior, and propose a model of human development based on the Bioecological Model of Human Development.
Abstract: VOLUME 1. 1. Developmental Science, Developmental Systems, and Contemporary Theories of Human Development (Richard M. Lerner). 2. Developmental Psychology: Philosophy, Concepts, Methodology (Willis F. Overton). 3. The Making of Developmental Psychology (Robert B. Cairns and Beverley D. Cairns). 4. Developmental Epistemology and Implications for Methodology (Jaan Valsiner). 5. The Significance of Biology for Human Development: A Developmental Psychobiological Systems Views (Gilbert Gottlieb, Douglas Wahlsten and Robert Lickliter). 6. Dynamic Systems Theories (Esther Thelen and Linda B. Smith). 7. Dynamic Development of Action and Thought (Kurt W Fischer and Thomas R. Bidell). 8. The Person in Context: A Holistic-Interactionistic Approach (David Magnusson and Hakan Stattin). 9. The Developing Person: An Experiential Perspective (Kevin Rathunde and Mihaly Csikszentmihalyi). 10. Action Perspectives on Human Development (J. Brandstadter). 11. Life Span Theory in Developmental Psychology (Paul B. Baltes, Ulman Lindenberger and Ursula M. Staudinger). 12. The Life Course and Human Development (Glen H. Elder and Michael J. Shanahan). 13. The Cultural Psychology of Development: One Mind, Many Mentalities (Richard A. Shweder, Jacqueline J. Goodnow, Giyoo Hatano, Robert A. Levine, Hazel R. Markus and Peggy J. Miller). 14. The Bioecological Model of Human Development (Urie Bronfenbrenner and Pamela A. Morris). 15. Phenomenologitcal and Ecological Systems Theory: Development of Diverse Groups (Margaret Beale Spencer). 16. Positive Youth Development: Theory, Research, and Applications (Peter L. Benson, Peter C. Scales, Stephen F. Hamilton and Arturo Sesma). 17. Religious and Spiritual Development Throughout the Life Span (Fritz K. Oser, W. George Scarlett and Anton Bucher). Author Index. Subject Index. VOLUME 2. SECTION ONE: FOUNDATIONS. 1. Neural Bases of Cognitive Development (Charles A. Nelson, Kathleen M. Thomas and Michelle de Haan). 2. The Infant's Auditory World: Hearing, Speech, and the Beginnings of Language (Jenny R. Saffran, Janet F. Werker and Lynne A. Werner). 3. Infant Visual Perception (Philip J. Kellman and Martha E. Arterberry). 4. Motor Development (Karen E. Adolph and& Sarah E. Berger). 5. Infant Cognition (Leslie B. Cohen and Cara H. Cashon). SECTION TWO: COGNITION AND COMMUNICATION 6. Acquiring Linguistic Constructions (Michael Tomasello). 7. Early Word Learning (Sandra R. Waxman and Jeffrey L. Lidz). 8. Nonverbal Communication: The Hand's Role in Talking and Thinking (Susan Goldin-Meadow). SECTION THREE: COGNITIVE PROCESSES. 9. Event Memory (Patricia J. Bauer). 10. Information Processing Approaches to Development (Yuko Munakata). 11. Microgenetic Analysis of Learning (Robert S. Siegler). 12. Cognitive Strategies Michael Pressley and Katherine Hilden). 13. Reasoning and Problem Solving (Graeme S. Halford and Glenda Andrews). 14. Cognitive Science and Cognitive Development (Frank Keil). 15. Culture and Cognitive Development in Phylogenetic, Historical, and Ontogenetic Perspective (Michael Cole). SECTION FOUR: CONCEPTUAL UNDERSTANDING AND ACHIEVMENTS. 16. Conceptual Development (Susan A. Gelman and Charles W. Kalish). 17. Development of Spatial Cognition (Nora S. Newcombe and Janellen Huttenlocher). 18. Development of Mathematical Understanding (David C. Geary). 19. Social Cognition (Paul L. Harris). 20. Development in the Arts: Drawing and Music (Ellen Winner). 21. Extraordinary Achievements: A Developmental and Systems Analysis (Seana Moran and Howard Gardner). SECTION FIVE: THE PERSPECTIVE BEYOND CHILDHOOD. 22. The Second Decade: What Develops (and how) (Deanna Kuhn and Sam Franklin). Author Index. Subject Index. VOLUME 3. 1. Introduction (Nancy Eisenberg). 2. The Development of the Person: Social Understanding, Relationships, Conscience, Self (Rosa A. Thompson). 3. Temperament (Mary K. Rothbart and John E. Bates). 4. Biology, Culture, and Temperamental Biases (Jerome Kagan and Nathan A. Fox). 5. Emotional Development: Action, Communication, and Understanding (Carolyn Saarni, Joseph J. Campos, Linda A. Camras and David Witherington). 6. Personality Development (Avshalom Caspi) and Rebecca L. Shiner. 7. Socialization Processes (Daphne Blunt Bugental and Joan E. Grusec). 8. Socialization in the Family: Etnnic and Ecological Perspectives (Ross D. Parke and Raymond Buriel). 9. The Self (Susan Harter). 10. Peer Interactions, Relationships, and Groups (Kenneth H. Rubin, William M. Bulkowski and Jeffrey G. Parker). 11. Prosocial Development (Nany Eisenberg, Richard A. Fabes and Tracy L. Spinrad). 12. Aggression and Antisocial Behavior in Youth (Kenneth A. Dodge, John D. Coie and Donald Lynam). 13. The Development of Morality (Elliot Turiel). 14. Gender Development (Diane N. Ruble, Carol Lynn martin and Sheri A. Berebaum). 15. Development of Achievement Motivation (Allan Wigfield, Jacquelynne S. Eccles, Ulrich Schiefele, Robert W. Rosser and Pamela Davis-Kean). 16. Adolescent Development in Interpersonal Context (W. Andrew Collins and Laurence Steinberg). Author Index. Subject Index. VOLUME 4. PART I: INTRODUCTION. Applying Research to Practice (K. Renninger & I. Sigel). PART II: RESEARCH ADVANCED AND IMPLICATIONS FOR PRACTICE IN EDUCATION. 1. Early Childhood Development and Education (M. Hyson, et al.). 2. Assessments of Early Reading (S. Paris & A. Paris). 3. Becoming Bilingual, Biliterate, and Bicultural (C. Snow & J. Kang). 4. Mathematical Thinking and Learning (E. De Corte & L. Verschaffel). 5. Scientific Thinking and Science Literacy (R. Lehrer & L. Schauble). 6. Character Education (D. Lapsley & D. Narvaez). 7. Learning Environments (P. Blumenfeld, et al.). PART III: RESEARCH ADVANCED AND IMPLICATIONS FOR CLINICAL APPLICATIONS. 8. Self-REgulations and Effort Investment (M. Boekaerts). 9. Risk and Prevention (R. Selman & A. Dray). 10. Learning Disabilities (V. Berninger). 11. Mental Retardation (R. Hodapp & E. Dykens). 12. Developmental Psychopathology and Preventive Intervention (D. Cicchetti & S. Toth). 13. Families and Early Childhood Interventions (D. Powell). 14. School-based Social and Emotional Learning Programs (J. Kress & M. Elias). PART IV: RESEARCH ADVANCED AND IMPLICATIONS FOR SOCIAL POLICY AND SOCIAL ACTION. 15. Cultural Pathways Through Human Development (P. Greenfield, et al.). 16. Children and War Trauma (A. Klingman). 17. The Child and them Law (M. Bruck, et al.). 18. Media and Popular Culture (G. Comstock & E. Scharrer). 19. Children's Health and Education (C. Ramey, et al.). 20. Parenting Science and Practice (M. Bornstein). 21. Nonparental Child Care (M. Lamb & L. Ahnert). 22. Research to Practice Redefined (I. Sigel). Afterword.
9,880 citations
8,000 citations
"Reconceptualizing the work-family i..." refers background or methods in this paper
...Empirical evidence supports the contextual component of ecological theory (Bronfenbrenner, 1979) by finding that contextual factors in both work and family microsystems are independently associated with work-family conflict (Frone, Russell, & Cooper, 1992a; Frone, Yardley & Markel, 1997; Greenhaus…...
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...The overarching goal of this paper was to use ecological theory (Bronfenbrenner, 1979, 1989; Bronfenbrenner & Morris, 1998) to develop a more expanded conceptualization of the work-family interface and to identify significant correlates of both positive and negative spillover between work and…...
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...Empirical evidence supports the contextual component of ecological theory (Bronfenbrenner, 1979) by finding that contextual factors in both work and family microsystems are independently associated with work-family conflict (Frone, Russell, & Cooper, 1992a; Frone, Yardley & Markel, 1997; Greenhaus & Parasuraman, 1986; Higgins, Duxbury & Irving, 1992)....
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...Ecological Systems Theory In contrast to the individual, deterministic perspective of structural-functionalist role theory, Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1979; 1983;1986; 1989;1995; Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 1998) suggests that the work-family experience is a joint function of process, person, context and time characteristics....
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...…Theory In contrast to the individual, deterministic perspective of structural-functionalist role theory, Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1979; 1983;1986; 1989;1995; Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 1998) suggests that the work-family experience is…...
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TL;DR: An examination of the literature on conflict between work and family roles suggests that work-family conflict exists when time devoted to the requirements of one role makes it difficult to fulfill requirements of another.
Abstract: An examination of the literature on conflict between work and family roles suggests that work-family conflict exists when: (a) time devoted to the requirements of one role makes it difficult to fulfill requirements of another; (b) strain from participation in one role makes it difficult to fulfill requirements of another; and (c) specific behaviors required by one role make it difficult to fulfill the requirements of another. A model of work-family conflict is proposed, and a series of research propositions is presented.
6,275 citations
"Reconceptualizing the work-family i..." refers background in this paper
...…1996) postulating, based upon structural-functionalist role theory (Marshall, Chadwick, & Marshall, 1991), that responsibilities from different, separate domains compete for limited amounts of time, physical energy, and psychological resources (Greenhaus & Beutell, 1985; Small & Riley, 1990)....
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