Showing papers on "Core self-evaluations published in 1996"

Is job satisfaction U-shaped in age?

Abstract: It is generally believed that job satisfaction increases linearly with age. However, there are persuasive arguments, and some empirical evidence, that the relationship is Ushaped, declining from a moderate level in the early years of employment and then increasing steadily up to retirement. This paper investigates that relationship, using survey responses from a large sample of British employees. For overall job satisfaction, satisfaction with pay, and satisfaction with the work itself, a strongly significant U-shape is observed. Ordered probit techniques, which take account of the ordinality of satisfaction data, are used to analyse the relationship between these forms of satisfaction and a large set of individual and job characteristics. Despite the inclusion of 80 control variables, significant coefficients persist for the age and age-squared variables (the latter representing the non-linear component). The paper thus provides strong evidence for a U-shaped relationship between age and job satisfaction. Furthermore, it is shown that a similar age pattern occurs for employees' context-free mental health, suggesting that both job satisfaction and context-free mental health are affected by non-job factors of life-stage and personal circumstances. The importance of changes in expectations with increasing age is emphasized. There have been many investigations into the relationship between age and different forms of job satisfaction. Significant variations across age are commonly found, with older employees tending to report higher satisfaction than younger ones (e.g. Doering, Rhodes & Schuster, 1983; Glenn, Taylor & Weaver, 1977; Warr, 1992), Observed age differences in overall job satisfaction are greater than those associated with gender, education, ethnic background or income (Clark, 1993;. Weaver, 1980). However, two questions remain unanswered. First, given that there is a positive relationship between age and job satisfaction, is it simply linear or does it contain a nonlinear component? And, second, what underlying variables can account for the pattern of job satisfaction differences between age groups?

Personality traits in learning and education

Abstract: Personality traits judged relevant for the context of learning and education are identified as a subset of a comprehensive set of 1203 trait descriptive adjectives, constructed by Brokken (1979). The identification procedure is described and relevant statistics are provided. Self- and peer-ratings (N = 400) on the resulting subset of 194 trait adjectives were subjected to principal components analysis. The eigenvalues indicate two factors as being sufficient to capture most of the education relevant meanings. The trait terms judged non-relevant to the context of learning and education were correlated with the two Varimax rotated educational trait factors. The results me circularly expressed in the forms of an Educational Trait Circumplex. The contents of the two factors are discussed relative to the findings in the literature, and the two factors are evaluated against the framework of the Big Five factors.

Expectancy-Based Job Cognitions and Job Affect as Predictors of Organizational Citizenship Behaviors1

Abstract: This study investigated the importance of expectancy-based job cognitions and job affect (the affective component of job satisfaction) in helping to account for “organizational citizenship behaviors” (OCBs; Organ, 1988). Data pertaining to the expectancy-based job cognitions (i.e., expectancies, instrumentalities, valences), job affect, and OCB performance of 65 state finance agency employees were examined. We anticipated that the effect of expectancy-based job cognitions on OCB would be partially mediated by affect-based job satisfaction. This expectation was confirmed in that, after controlling for negative and positive affectivity, generalized instrumentality beliefs were found to affect OCB-altruism directly, as well as indirectly through the influence of affect-based job satisfaction.

Does trait affect promote job attitude stability

Abstract: Trait affect has been studied as a factor which may help explain why job attitudes tend to be rather enduring over time. In this study, test-retest correlations of various job attitudes measured 7 years apart were relatively unaffected by controlling for five measures of affective disposition.

An Empirical Investigation of Personality and Situational Predictors of Job Burnout

Abstract: Empirical research exploring the complex phenomenon of job burnout is still considered to be in its infancy stage. One clearly established stream of research, though, has focused on the antecedents of the three job burnout components: emotional exhaustion, depersonalization, and personal accomplishment. In particular, situational characteristics have received a great deal of attention to date. Four situational factors: (1) role ambiguity, (2) role conflict, (3) quantitative role overload, and (4) organizational support were included in this analysis to test their significance as predictors of job burnout. Another set of antecedents that has received far less attention in job burnout research is personal dispositions. Individual differences, most notably personality traits, may help us understand why some employees experience burnout whereas others do not, even within the same work environment. Four personality characteristics: (1) self-esteem, (2) locus of control, (3) communal orientation, and (4) negative affectivity were included to test their significance as predictors of job burnout. An on-site, self-report survey instrument was used. A sample of 149 human service professionals employed at a large government social services department voluntarily participated in this research. The main data analysis techniques used to test the research hypotheses were canonical correlation analysis and hierarchical analysis of sets. While role ambiguity showed no significant associations with any of the three job burnout components, the remaining situational factors had at least one significant association. Among all the situational characteristics, quantitative role overload was the strongest situational predictor of emotional exhaustion and depersonalization, while organizational support was the strongest situational predictor of personal accomplishment. The personality predictor set as a whole showed a significant relationship with each of the job burnout components, providing strong proof that dispositional effects are important in predicting job burnout. Among all the personality characteristics, negative affectivity was the strongest personality predictor of emotional exhaustion and depersonalization, while communal orientation was the strongest personality predictor of personal accomplishment. Comparisons between the personality and situational predictor sets revealed that personality characteristics were the stronger predictor for all three of the job burnout components. No interactions among the situational and personality predictors proved significant.

Job Satisfaction Among Women Accounting Educators

Abstract: A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.