Showing papers on "Emotional exhaustion published in 1999"
Book•
19 Mar 1999
TL;DR: The role of the self in emotional competency is discussed in this article, where it is shown that the ability to recognize and understand others' emotions and use the vocabulary of emotion and expression is critical to emotional competence.
Abstract: Prologue: What Is Emotional Competence? 1. The Inseparability of Emotional and Social Development 2. The Role of the Self in Emotional Competence 3. How We Become Emotionally Competent 4. Skill 1: Awareness of One's Own Emotions 5. Skill 2: The Ability to Discern and Understand Others' Emotions 6. Skill 3: The Ability to Use the Vocabulary of Emotion and Expression 7. Skill 4: Capacity for Empathic Involvement 8. Skill 5: The Ability to Differentiate Internal Subjective Emotional Experience from External Emotional Expression 9. Skill 6: Capacity for Adaptive Coping with Aversive Emotions and Distressing Circumstances 10. Skill 7: Awareness of Emotional Communication within Relationships 11. Skill 8: Capacity for Emotional Self-Efficacy 12. Emotional Incompetence and Dysfunction
1,323 citations
TL;DR: In this article, a multilevel theory of emotion and change is presented, which focuses on attributes of emotional intelligence at the individual level and emotional capability at the organizational level, which facilitates individual adaptation and change and increases the likelihood for organizations to realize radical change.
Abstract: I present a multilevel theory of emotion and change, which focuses on attributes of emotional intelligence at the individual level and emotional capability at the organizational level. Emotional intelligence facilitates individual adaptation and change, and emotional capability increases the likelihood for organizations to realize radical change. I also present a mesolevel framework relating emotion-attending behaviors to three dynamics of change: receptivity, mobilization, and learning. These behaviors, which I term emotional dynamics, constitute the organization's emotional capability.
841 citations
TL;DR: In this article, undergraduates were randomly assigned to conditions crossing either a positive or negative outcome and a procedure which was either fair, biased in the participant's favor, or biased in favor of another, after which their emotional responses were assessed by self report.
Abstract: Research on organizational justice typically focuses on attitudinal, cognitive, or behavioral outcomes. Emotional reactions to justice have been suggested but not studied. The emotional appraisal literature provides a framework within which to analyze emotional reactions to just and unjust events. Undergraduates (67 females and 55 males) were randomly assigned to conditions crossing either a positive or negative outcome and a procedure which was either fair, biased in the participant's favor, or biased in favor of another, after which their emotional responses were assessed by self report. Results support predictions about discrete emotional reactions. As predicted by emotional-appraisal theories, reports of happiness were influenced only by outcome, whereas reports of guilt, anger, and to a lesser extent pride, were influenced by specific combinations of outcome and procedure. Results are discussed within an emotional appraisal framework.
645 citations
TL;DR: In this article, the effects of self-focused and other-focused emotion management on work stress, job satisfaction, and psychological distress were explored using data from a survey of workers in a large organization.
Abstract: Although early research suggested that the performance of emotional labor had deleterious effects on workers, recent empirical investigations have been equivocal. The performance of emotional labor appears to have diverse consequences for workers—both negative and positive. Variation in the consequences of emotional labor may be due to the different forms of emotion management involved. There is also evidence that the effects of emotional labor are specified by other work conditions. The effects of two forms of emotional labor on work stress, job satisfaction, and psychological distress—self-focused and other-focused emotion management—are explored using data from a survey of workers in a large organization. Results indicate that both forms of emotional labor have uniformly negative effects on workers, net of work complexity, control, and demands. Emotional labor increases perceptions of job stress, decreases satisfaction, and increases distress. Self-focused emotion management has the most pervasive and detrimental impacts. There is little evidence of interaction effects of work conditions and emotional labor.
607 citations
TL;DR: In this paper, the authors defined emotion work as the emotional regulation required of the employees in the display of organizationally desired emotions, and differentiated emotional regulation problems (emotional dissonance) were differentiated based on existing literature on emotion work and action theory.
Abstract: This article discussed emotion work as a neglected area in organizational stress research. Emotion work (emotional labour) was defined as the emotional regulation required of the employees in the display of organizationally desired emotions. Based on the existing literature on emotion work and action theory, emotional regulation requirements (sub-scales: the requirement to express positive emotions; the requirement to express and handle negative emotions, the requirement to be sensitive to clients' emotions, and the requirement to show sympathy), emotional regulation possibilities (control), and emotional regulation problems (emotional dissonance) were differentiated. Questionnaires were developed and applied in a sample of employees in a handicapped children's home (N = 83), in the hotel business (N = 175) and employees working in call-centres (N = 250). Scales showed satisfactory reliabilities. Exploratory and confirmatory factor analyses revealed minor problems with discriminant validity of the scales....
569 citations
TL;DR: In this paper, the authors examined stressors in police work, focusing specifically on the lack of reciprocity that officers experience in relations with civilians, colleagues and the police service, and investigated the relationship between burnout and the attitudes of officers towards violence, as well as to their own use of violence.
Abstract: Much has been published on burnout in the human services. However, despite the extensive literature on job stress in policing, burnout in police officers has rarely been studied. The present study examined stressors in police work, focusing specifically on the lack of reciprocity that officers experience in relations with civilians, colleagues and the police service. It also investigated the relationship between burnout and the attitudes of officers towards violence, as well as to their own use of violence. Dutch police officers (N = 358) completed a self-report questionnaire. The results showed that: (1) organizational stressors were more prevalent than task-related stressors; (2) compared to other service jobs, police officers report a particular profile on the three scales of the Maslach Burnout Inventory (MBI)?a relatively low level of emotional exhaustion,an average level of depersonalization, and a high level of personal accomplishment; (3) burnout is associated with a lack of reciprocity between in...
392 citations
TL;DR: In this article, a conceptual model and hypotheses are developed to study the antecedents and consequences of the emotional exhaustion construct, which is a potentially important construct in examining sales force behavior and attitude relationships.
Abstract: Emotional exhaustion is a potentially important construct in examining sales force behavior and attitude relationships. A conceptual model and hypotheses are developed to study the antecedents and consequences of the emotional exhaustion construct. The hypotheses are tested using LISREL 7 to analyze data from a sample of field salespeople from a large international services organization. The empirical results offer strong support for relationships involving role ambiguity and conflict antecedents and organizational commitment, job satisfaction, performance, and intention-to-leave consequences of emotional exhaustion.
341 citations
TL;DR: Attention is drawn to the role of the need for recovery, as a sign of occupationally-induced fatigue and predictor of health complaints, in future research on occupational stress.
Abstract: Work characteristics, occupationally-induced fatigue, and health complaints were investigated on the basis of questionnaire data from 363 randomized coach drivers. The hypothesis was tested that, apart from high job demands and low job control, need for recovery is an indicator of occupationally-induced health complaints. Multiple linear regression analyses showed that need for recovery was a major predictor of psychosomatic complaints, sleep complaints, and complaints of emotional exhaustion in coach drivers. The influence of job demands and job control on health problems was moderately confirmed. The results of this study draw attention to the role of the need for recovery, as a sign of occupationally-induced fatigue and predictor of health complaints, in future research on occupational stress.
326 citations
Dissertation•
01 Aug 1999
TL;DR: Among 101 trauma counselors, client exposure workload and being paid as a staff member (vs. volunteer) were related to burnout sub-scales, but not as expected to overall burnout or vicarious trauma, secondary traumatic stress, or general distress.
Abstract: Two constructs, vicarious trauma (VT) and secondary traumatic stress (STS), describe therapists reactions to clients traumatic material. VT (TSI Belief Scale [BSL]), emphasizes cognitive belief system changes resulting from cumulative exposure to survivors. STS, (Compassion Fatigue Self-test for Psychotherapists [CFST]) combines PTSD and burnout symptomatology explaining sudden adverse reactions to survivors. Burnout (BO; Maslach Burnout Inventory [MBI]), links emotional exhaustion, depersonalization, and deficient personal accomplishment to inadequate institutional supports in interpersonally demanding work. This study investigated BSL and CFST validity, counselor trauma history, and client exposure-related VT, STS, and BO in 105 trauma counselors. Results demonstrate concurrent validity between BSL and CFST; other results dispute adequate validity. BO, and client exposure were related. Traumatized counselors scored higher than non-traumatized counselors on CFST, BSL, and SCL-90-R.
319 citations
TL;DR: The results strongly supported the basic hypothesis that WHI mediates the impact of some work and home characteristics on psychological health indicators and the work-related health indicators, particularly depersonalization.
302 citations
TL;DR: In this article, the authors explore the role of gender in shaping occupational and organizational norms for emotional labor in policing, and identify variations in the norms regulating emotional labor across policing assignments, interactional situations, and the gender of both the officers and the citizens in an encounter.
Abstract: Police work involves substantial emotional labor by officers, who must control their own emotional displays and those of citizens, who often are encountered at their worst—injured, upset, or angry. Although policing often is viewed as masculine work that focuses on fighting crime, it also requires that officers maintain order and provide diverse services, which officers tend to disdain as feminine activities. This article explores the varieties of emotional labor, the rules regulating emotional displays in policing, and the role of gender in shaping these occupational and organizational norms. It identifies variations in the norms regulating emotional labor across policing assignments, interactional situations, and the gender of both the officers and the citizens in an encounter. It also reviews coping mechanisms for regulating emotions—including socialization, organizational rituals, humor, and off-duty social activities—and the dilemmas that norms related to emotional labor pose for women officers.
TL;DR: This study is an empirical examination of the impact of emotional dissonance on organizational criteria and its moderation by self-monitoring and social support and found job dissatisfaction was found to be the sole mediator.
Abstract: In the workplace, emotional dissonance is the conflict between experienced emotions and emotions expressed to conform to display rules. This study is an empirical examination of the impact of emotional dissonance on organizational criteria and its moderation by self-monitoring and social support. Emotional dissonance was theorized to stimulate turnover intentions, either solely through job dissatisfaction or through both job dissatisfaction and reduced organizational commitment. Job dissatisfaction was found to be the sole mediator. Emotional dissonance resulted in job dissatisfaction, which, in turn, stimulated withdrawal intentions. Self-monitoring and social support exerted moderator effects, albeit in opposing directions. Emotional dissonance aroused feelings of job dissatisfaction and reduced organizational commitment among high self-monitors. In contrast, social support lessened the negative impact of emotional dissonance on organizational commitment.
TL;DR: The psychological consequences of emotional labour for workers have been an ongoing project among students of emotional labor as discussed by the authors, drawing on Hochschild's pathbreaking work in this area, five major streams of qualitative and quantitative research have emerged, including the experiences of workers who perform emotional labor, comparisons between performers and nonperformers, conditions under which emotional labor may be positive or negative, variations between workers that condition their responses to emotional labour, and consequences of emotionally labor at work for workers' private lives.
Abstract: Understanding the psychological consequences of emotional labor for workers has been an ongoing project among students of emotional labor Drawing on Hochschild's pathbreaking work in this area, five major streams of qualitative and quantitative research have emerged, including (1) the experiences of workers who perform emotional labor; (2) comparisons between performers and nonperformers of emotional labor; (3) the conditions under which emotional labor may be positive or negative; (4) variations between workers that condition their responses to emotional labor; and (5) consequences of emotional labor at work for workers' private lives This article reviews each area and concludes with suggestions for future research on the psychological consequences of emotional labor
TL;DR: Results suggest that social workers are affected negatively by this type of work and the importance of social support systems at the work setting that will help social workers cope more effectively with stressful work situations is discussed.
Abstract: During the past two decades, there has been considerable interest and research on the phenomena of job satisfaction and burnout in the social work profession (Farber, 1983a; Harrison, 1980; Jayaratne & Chess, 1984; Johnson & Rubin, 1983; Lecroy & Rank, 1987; Maslach, 1986). The direct contact with clients in clinical practice and the continual responsibilities of meeting their emotional as well as their physical needs offer both intrinsic satisfaction and stresses for the providers of the services (Father & Heifetz, 1981; Maslach & Jackson, 1982; Pines & Kafry, 1978). Job satisfaction is defined as a positive emotional state resulting from the appraisal of one's job situation and is linked with the characteristics and demands of one's work (Arches, 1991; Butler, 1990; Dressel, 1982; Krislef, 1981; Locke, 1976; Smith, Kendall, & Hulin, 1967). The work-related satisfaction of helping people, achieving change and improvement, and promoting their growth has important implications for social workers' behaviors at work, their desire to continue in their work, and their involvement in the job and with their clients (Beemsterboer & Baum, 1984; Daley, 1979; Deutsch, 1984; Farber & Heifetz, 1981; Maslach, 1976, 1978, 1982; Ratlif, 1988; Streepy, 1981). The literature links job satisfaction with role conflict. It is not uncommon for social workers who work in formal organizations to have different perceptions and expectations of their roles than those of the organization (Harrison, 1980; Olsen & Olsen, 1967; Rosenbaum, 1992). Studies suggest that role conflict has a negative effect on the individual and the organization; it includes job-related tension, conflict and anxiety, and dissatisfaction with the job (Gross, Mason, & McEacherr, 1958; Harrison, 1980; Jayaratne & Chess, 1984; Rosenbaum, 1992). Butler (1990) found that task significance and task variety were positively associated with job satisfaction. Jayaratne and Chess (1984) developed a multidimensional model of job satisfaction that incorporated several job facets that included comfort, challenge, financial rewards, role conflict, role ambiguity, and workload. Burnout is defined as a negative psychological experience that is a reaction of workers to job-related stress (Daley, 1979; Deutsch, 1984; Maslach, 1978, 1982; Ratlif, 1988). Burnout refers to a cluster of physical, emotional, and interactional symptoms, including emotional exhaustion, a sense of lacking personal accomplishment, and depersonalization of clients (Maslach & Jackson, 1982). Burnout symptoms also can include recurrent bouts of flu, headaches, fatigue, poor self-esteem, difficulty in interpersonal relationships, substance abuse, inability to concentrate, rigidity, and tendency to blame clients for their problems (Cherniss, 1980; Pines & Maslach, 1978). In a profession that is client centered and requires emotional involvement that puts stress on service providers, it is not uncommon to have emotionally drained and chronically frustrated workers (Beemsterboer & Baum, 1984; Maslach, 1982). These workers are likely to be unable to deal with the inevitable stresses of their job, and this failure to cope can result in a number of negative consequences, including impaired performance, low morale, absenteeism, and high turnover (Beemsterboer & Baum, 1984; Daley, 1979; Maslach, 1976, 1978, 1982; Streepy, 1981). The literature offers a complex etiological model of burnout, emphasizing the interaction of individual, organizational, and societal factors (Cherniss, 1980; Farber, 1983a; Schaufeli, Maslach, & Marek, 1993). The nature of human services occupations often attracts people who are empathetic and sensitive and who tend to be people oriented but who are also anxious, introverted, and overenthusiastic (Farber, 1983a; Freudenberger & Richelson, 1980; Pines & Aronson, 1981). Often the need to help others is exaggerated and is based on low self-esteem and unrealistic goals, factors associated with the burnout phenomenon (Farber, 1983a; Poulin & Walter, 1993). …
01 May 1999
TL;DR: The concept of burnout was originally coined by Maslach and Jackson as mentioned in this paper to describe the chronic emotional strain of dealing extensively with others in need (Maslach, 1982a).
Abstract: “Burnout”, a term originally coined by Freudenberger (1974) to describe healthcare workers who were physically and psychologically depleted, is now commonly associated with human service professionals such as teachers, nurses, social workers, police officers, physicians, and therapists. (For an historical review of the genesis of the burnout construct, see Maslach, this volume.) In broad terms, the idea represents a response to the chronic emotional strain of dealing extensively with others in need (Maslach, 1982a); to date, however, there is still no universally accepted definition of burnout (Dworkin, 1987; Farber, 1991a; Handy, 1988; Jackson, Schwab, and Schuler, 1986; Shirom, 1989). Even so, most empirical work in the area has embraced the three-component structure proposed by Maslach and Jackson, whose seminal validation research is now widely cited (for reviews, see Maslach and Jackson, 1984, 1986; Farber, 1991a). Based on findings of differential patterns of association between each component and other variables for diverse professional groups, Maslach and Jackson (1984, 1986; Jackson et al., 1986) emphasize that burnout should never be conceptualized as unidimensional; rather, it should be regarded as a multidimensional construct comprising three conceptually distinct yet empirically related facets: emotional exhaustion, depersonalization, and reduced personal accomplishment (see Shirom, 1989, for an alternative perspective).
TL;DR: In this article, the authors investigated the interrelationships between the burnout dimensions and the hypothesized moderating effect of self-esteem, and found that emotional exhaustion was an important correlate of depersonalization, whereas reduced personal accomplishment was negatively associated with selfesteem and with quality of work content, a resource.
Abstract: Applying the Conservation of Resources (COR) theory as a framework, this study among Dutch nurses (n=156) first tested whether work-related demands, resources and self-esteem were differentially associated with the three burnout dimensions (emotional exhaustion, personal accomplishment and depersonalization), respectively. In addition, the current study investigated the interrelationships between the burnout dimensions and the hypothesized moderating effect of self-esteem. As expected, emotional exhaustion was primarily associated with job demands (i.e. work overload) and-to a slightly lower extent-with resources such as social support and self-esteem. In contrast, but also according to the authors' predictions, depersonalization and personal accomplishment were not associated with job demands. Emotional exhaustion was, as predicted, an important correlate of depersonalization, whereas reduced personal accomplishment was negatively associated with self-esteem and with quality of work content, a resource. ...
Book•
11 Jun 1999
TL;DR: The Myth of Emotional Venting Blind Spots and Epiphanies: Expression, Nonexpression, and Emotional Insight The "Shoulds," "Oughts," and "Musts" of emotional behavior: Expressive Goals and Values Part III: Theory: Interpersonal processes Family socialization of emotional behaviour Men, Women, and the Language of Love Telling One's Troubles: Expression of Distress in Intimate Relationships Part IV: Treatment Implications: Formulation and Practice Expression and nonexpression in Psychotherapy: Facilitating Emotional Expression
Abstract: Part I: Introduction Expression, Nonexpression, and Well-Being: An Overview Part II: Theory: Intrapersonal Processes The Myth of Emotional Venting Blind Spots and Epiphanies: Expression, Nonexpression, and Emotional Insight The "Shoulds," "Oughts," and "Musts" of Emotional Behavior: Expressive Goals and Values Part III: Theory: Interpersonal Processes Family Socialization of Emotional Behavior Men, Women, and the Language of Love Telling One's Troubles: Expression of Distress in Intimate Relationships Part IV: Treatment Implications: Formulation and Practice Expression and Nonexpression in Psychotherapy: Facilitating Emotional Expression and Behavioral Change Beyond Sadness: Therapeutic Approaches to Emotional Constriction in Depression Flooding or Blunting: Vacillating Expression and Nonexpression in Bereavement and Trauma Emotional Expression in Marital Therapy Expression-Related Interventions in Health Psychology Conclusion Balance in Emotional Behavior
01 May 1999
TL;DR: In this article, the authors show that about 60% to 70% of teachers repeatedly show stress symptoms and at least 30% of all teachers show distinct burnout symptoms (see Borg and Falzon, 1989; Brenner, 1982; Capel, 1992; Koleva, 1985; Kyriacou, 1980, Kytaev-Smyk, 1983; Muller-Limmroth, 1980; Temml, 1994).
Abstract: Introduction Stress and burnout are phenomena that are becoming increasingly problematic Whereas teacher stress has been an issue for some time, burnout is gaining importance Being a social helper, the teacher is particularly affected by stress and burnout The data on incidence of stress and burnout in the teaching profession show that in Western and Eastern countries, about 60% to 70% of all teachers repeatedly show stress symptoms and at least 30% of all teachers show distinct burnout symptoms (see Borg and Falzon, 1989; Brenner, 1982; Capel, 1992; Koleva, 1985; Kyriacou, 1980; Kytaev-Smyk, 1983; Muller-Limmroth, 1980; Temml, 1994) Consequences of Stress and Burnout This frequency is particularly serious because of the consequences Stress and burnout have an influence on the following phenomena in particular Sickness Rate The sickness rate of teachers is determined by neurotic and psychosomatic disorders (compare Rudow, 1995) in which stress plays a prominent role Typical symptoms for burnout are fatigue, sleeping disorders, depression, and abuse of alcohol or drugs Absence The sickness rate results in a high absence rate of teachers However, we need to distinguish here between temporary and permanent absence Temporary absence – short and repeated absences – occurs mainly in stress situations, often in the beginning phase of burnout Continuous absences can be observed more in burnout phases Early Retirement Burnout is a developing process, so highly distinct symptoms of performance weakness and fatigue do not generally appear until a person has spent fifteen to twenty years on the job
TL;DR: This research examined the extent to which empathy variables contributed to nursing stress and occupational commitment, finding that emotional contagion explained a significant proportion of the variance in emotional exhaustion and significantly reduced occupational commitment.
Abstract: Based on data gathered from registered nurses at two hospitals, this research examined the extent to which empathy variables contributed to nursing stress and occupational commitment. The empathy variables examined were emotional contagion (i.e. sharing the emotions of patients), empathic concern (i.e. being concerned for patients) and communicative effectiveness (i.e. effectively communicating with patients and their families). Nursing stress was explored through the variables of depersonalization, reduced personal accomplishment and emotional exhaustion. Multiple regression analyses revealed that the combination of the three emotional communication variables explained significant proportions of the variance in all three of the stress variables, as well as occupational commitment. The analyses further revealed that a lack of empathic concern and poor communicative responsiveness accounted for significant proportions of the variance in depersonalization. Lack of empathic concern, poor communicative responsiveness and high emotional contagion significantly contributed to reduced personal accomplishment. Emotional contagion explained a significant proportion of the variance in emotional exhaustion. Emotional contagion also significantly reduced occupational commitment. The findings are discussed in terms of nursing education and administration.
01 May 1999
TL;DR: Burnout has been recognized as an important stress-related problem for people who work in interpersonally oriented occupations, such as the human services, and the nature of the work (whether it be service, treatment, or education) can be highly emotional.
Abstract: Burnout has long been recognized as an important stress-related problem for people who work in interpersonally oriented occupations, such as the human services. In these occupations, the relationship between providers and recipients is central to the job, and the nature of the work (whether it be service, treatment, or education) can be highly emotional. Unlike unidimensional models of stress, burnout has been conceptualized in terms of three interrelated components: emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach and Jackson, 1986). Emotional exhaustion refers to feelings of being emotionally overextended and depleted of one's emotional resources; depersonalization refers to a negative, callous, or excessively detached response to other people (often the recipients of one's service or care); and reduced personal accomplishment refers to a decline in one's feelings of competence and successful achievement in one's work. In terms of outcomes, burnout has been linked to decrements in both psychological and physical well-being, and it appears to be a factor in various problem behaviors, both on the job and in the home (see Cordes and Dougherty, 1993; Schaufeli, Maslach, and Marek, 1993). Teaching shares with other human service professions the central role of working in a close relationship with recipients (i.e., students). However, teaching is unique in that these working relationships are dealt with en masse within a classroom (“batch processing”), unlike the more individual and sequential focus of other human services.
TL;DR: The relationship between number of hours worked and burnout depends on the extent to which work schedules meet the needs of the worker, her or his partner, and their children, if any.
Abstract: The authors studied number of hours worked and estimated its relationship to burnout in a nonrandom sample of 141 married physicians. It was hypothesized that this relationship is mediated by a process called fit, conceptualized as the extent to which workers realize the various components of their work—family strategies. Results of structural equation modeling supported the mediation hypothesis. Employees whose work hours are more or fewer than they and their partner prefer and whose work hours are distributed differently than they and their partner prefer will be more disengaged, distracted, and alienated at work than will their counterparts who are working their preferred schedules. Thus, the relationship between number of hours worked and burnout depends on the extent to which work schedules meet the needs of the worker, her or his partner, and their children, if any. The relationship between job conditions and stress-related mental health outcomes has long been studied within the job stress-illness and work-family literatures. Considerable evidence documents associations between particular job conditions and various distress outcomes (Hurrell, Murphy, Sauter, & Cooper, 1988; Karasek, Sauter, Hurrell, & Cooper, 1989; Sauter, Murphy, & Hurrell, 1990). One such outcome is burnout, which refers to a syndrome that includes feelings of emotional exhaustion, lack of professional efficacy, and cynicism (Maslach, Jackson, & Leiter, 1996). Theoretically, burnout results from chronic exposure to particular job characteristics among workers "who do 'people-work' of some kind" (Maslach & Jackson, 1981, p. 99), especially
TL;DR: The results suggest that enhancing perceived control may alleviate the negative effects of time pressure and the direct impact of high-demand periods on the perception of control, time pressure, and mood and the indirect impact on emotional exhaustion.
Abstract: Experience sampling methodology was used to examine how work demands translate into acute changes in affective response and thence into chronic response. Seven accountants reported their reactions 3 times a day for 4 weeks on pocket computers. Aggregated analysis showed that mood and emotional exhaustion fluctuated in parallel with time pressure over time. Disaggregated time-series analysis confirmed the direct impact of high-demand periods on the perception of control, time pressure, and mood and the indirect impact on emotional exhaustion. A curvilinear relationship between time pressure and emotional exhaustion was shown. The relationships between work demands and emotional exhaustion changed between high-demand periods and normal working periods. The results suggest that enhancing perceived control may alleviate the negative effects of time pressure.
TL;DR: In this paper, a questionnaire was sent at the workplace to 1,741 nurses and the same associations were found between psychological demands, decision latitude, and a combination of the two with psychological distress and emotional exhaustion for current exposure and for cumulative exposure.
Abstract: The objective of this 2nd phase of a 2-year study among female nurses was to provide further empirical validation of the demands-control and social support model. The association of job strain with psychological problems and the potential modifying role of social support at work were examined. A questionnaire was sent at the workplace to 1,741 nurses. The same associations were found between psychological demands, decision latitude, and a combination of the 2 with psychological distress and emotional exhaustion for current exposure and for cumulative exposure. Social support had a direct effect on these psychological symptoms but did not modify their association with job strain. Longitudinal and prospective data are needed to study the occurrence and persistence of health problems when exposure is maintained or retrieved.
Journal Article•
TL;DR: In this article, a study was designed to assess the structure of the Maslach Burnout Inventory (MBI) for 559 professionals from diverses occupational services sectors (health, education, police, hotels and banks).
Abstract: Testing for the Factorial Validity of the MBI: results for a multiocupational sample. This study was designed to assess the structure of the Maslach Burnout Inventory (MBI) for 559 professionals from diverses occupational services sectors (health, education, police, hotels and banks). Responses were factor analysed using principal components and Varimax rotation. Exploratory factor analysis offered four factors with eigenvalues exceeding unity. Items of Emotional Exhaustion loaded on Factor I, items of Depersonalisation on Factor II, and items of Personal Accomplishment on both Factor III and Factor IV. A second factor analysis was carried out with a specification to extract three factors. This factor analysis showed a factor structure consistent with the original. However, Items 6 and 16 loaded on Emotional Exhaustion and Depersonalisation dimensions, and item 12 on Emotional Exhaustion and Personal Accomplishment dimensions. As a whole, results show that the MBI appears to be valid and reliable for Spanish professionals.
Journal Article•
TL;DR: In this paper, the authors proposed a taxonomy to integrate the principal models proposed in literature to explain the causes and consequences of burnout, and the results obtained for their research team considering variables from every perspective show above.
Abstract: This paper justifies the convenience of studying the burnout syndrome. Taking into consideration a psychosocial orientation, the burnout syndrome is shown as a process that integrates cognitive/aptitudinal (i.e., low personal accomplishment), emotional (i.e., emotional exhaustion), and attitudinal (i.e., depersonalization) components. Based on this conceptualization, we offer a taxonomy to integrate the principal models proposed in literature to explain the causes and consequences of burnout. This taxonomy offers three groups of models. The first group integrates models elaborate considering an individual approach to study burnout. A second group integrates models elaborate from interpersonal approachs (i.e., social exchange theories), and the third group includes models elaborate from organizational approachs. In a second section, we offer the results obtained for our research team considering variables from every perspective show above, and lastly the
paper concludes with suggestions for future research.
TL;DR: In this article, the authors present a study on burnout among 249 Dutch elementary and secondary school teachers and find that when teachers invest more than they get back from their school, they report higher levels of emotional exhaustion.
Abstract: Results are presented of a study on burnout among 249 Dutch elementary and secondary school teachers. The current study considers burnout in terms of the exchange of investments and outcomes at interpersonal (teacher-student) and organizational (teacher-school) levels. In addition, demographic (age and gender) and work-related factors (school type, teaching experience, number of hours employed) are included. Findings show that when teachers invest more than they get back from their school, they report higher levels of emotional exhaustion. As expected, at the interpersonal level, low outcomes from students are related to higher burnout levels; whereas at the organizational level, low investments are related to higher burnout levels. These findings are discussed in terms of the extent to which psychological contact is more intimate or impersonal in both types of relationships.
01 May 1999
TL;DR: In this article, the authors compared a sample of about one thousand teachers with members of other social professions on burnout symptoms and, in an attempt to explain the obtained differences in burnout, on work stressors and social support, they found that teachers are also vulnerable to the common burden of the so-called social professions (i.e., jobs characterized by many interactions with other people that place high demands on the social skills of their professionals): burnout.
Abstract: It is well known that teachers have a demanding and in many cases stressful job. Work overload (Van Ginkel, 1987), lack of autonomy (Jackson, Schwab, and Schuler, 1986), disrespect, inattentiveness and low sociability with pupils (Friedman, 1995d), lack of support from colleagues and management (Brissie, Hoover-Dempsey, and Bassler, 1988), and loss of status of the teaching profession (Friesen and Sarros, 1989) are only a few examples of the stressors that teachers have to cope with. These and other work-stressors appear to manifest themselves in teachers as physical and psychological problems. Premature retirement is the fate of the greater number of Dutch teachers; teachers still active in their job show high rates of sick leave in comparison to workers in many other professions, especially teachers older than fifty (Van Ginkel, 1987). Because of the thoroughly interpersonal character of the teaching job (which demands from the teacher the ability to manage extensive and often intensive contacts with pupils), teachers are also vulnerable to the common burden of the so-called social professions (i.e., jobs characterized by many interactions with other people that place high demands on the social skills of their professionals): burnout (e.g., Maslach, 1982a). Burnout among teachers was the focal topic of the study reported here, in which a sample of about one thousand teachers is compared with members of other social professions on burnout symptoms and, in an attempt to explain the obtained differences in burnout, on work stressors and social support.
TL;DR: In this paper, the authors focused on the impact of burnout dimensions on the intention of female teachers in Israel to leave their current jobs and found that both physical and mental exhaustion was positively and significantly correlated with intention to leave.
Abstract: This study focuses on the impact of burnout dimensions on the intention of female teachers in Israel to leave their current jobs. The 21 items on the A. Pines, E. Aronson, and D. Kafry (1981) Burnout Scale were factor analyzed and classified as physical, emotional, or mental and then correlated with intention to leave by using a multiple regression analysis. Both physical and mental exhaustion were found positively and significantly to influence intention to leave. The influence of emotional exhaustion was not significant; nor were the teachers' ages. Tenure was negatively and significantly correlated with both burnout and intention to leave.
01 May 1999
TL;DR: Burnout is a type of prolonged response to chronic emotional and interpersonal stressors on the job (Kleiber and Enzmann, 1990; Schaufeli, Maslach, and Marek, 1993) as mentioned in this paper.
Abstract: Burnout is a type of prolonged response to chronic emotional and interpersonal stressors on the job (Kleiber and Enzmann, 1990; Schaufeli, Maslach, and Marek, 1993). As such, it has been an issue of particular concern for people-oriented occupations in which (a) the relationship between providers and recipients is central to the work and (b) the provision of education, service, or treatment can be a highly emotional experience. The first articles about burnout, which appeared in the mid-1970s in the United States (Freudenberger, 1974, 1975; Maslach, 1976), provided an initial description of the burnout phenomenon, gave it the identifying name of “burnout”, and showed that it was not an aberrant response by a few deviant people but was actually quite common. My own article focused on the experiences of 200 workers in such occupations as health care, poverty law, social welfare, and mental health care. Interestingly, one of the occupational groups I did not study in this pioneering research was teachers, and among the most frequent comments I received about my article was “teachers have the most experience with the phenomenon you are describing, so why didn't you study them?” Since that time, many researchers and writers have risen to that challenge, so that we now have a substantial literature on burnout within the teaching profession and the opportunity, within this volume, to assess its implications.
TL;DR: In this paper, the correlations of burnout with several work attributes that are considered to be either antecedents or consequences of the burnout were examined and two role stressors were found to co-elate positively with burnout.
Abstract: The study examines the correlates of burnout in systems IS professionals. While there has been little previous research in the area of burnout among IS professionals, anecdotal evidence shows that burnout causes a negative impact on the peiformance of IS employees. These negative impacts can take the form of cynicism, dissatisfaction, and turnover McGee, 1996. In this study we empirically examine the correlations of burnout with several work attributes that are considered to be either antecedents or consequences of burnout. Two role stressors are examined in this study-role ambiguity and role conflict. These variables are theorized to be antecedents of burnout. In addition, two dimensions of organizational commitment-affective and continuance commitment-are examined as possible consequences of burnout. The emotional exhaustion subscale of the Maslach Burnout Inventory is used to measure burnout in 312 IS professionals. Both role stressors were found to co "elate positively with burnout. In addition, affective commitment was found to be negatively correlated and continuance commitment positively correlated with burnout.