an article by Benjamin R. Subhani, Oluwademilade I. Amos-Oluwole, Harry L. Claxton, Daisy C. Holmes, Carina E. I. Westling, and Harry J. Witchel (Brighton and Sussex Medical School and University of Sussex, Brighton, UK) published in Behaviour & Information Technology Volume 38 Issue 10 (2019)
Abstract
Mind wandering is a commonly intruding cognitive state that leads to diminished performance and increased error risk during a primary task. A controversy over whether easier or more difficult tasks increase mind wandering has led to mind wandering being proposed as two different states: deliberate and spontaneous.
We hypothesise that forced engagement via persistent compliant activity may both increase responsiveness and inhibit non-instrumental activities including deliberate mind wandering.
Twenty-eight healthy adults interacted with 2 pairs of stimuli, each pair having one low-interactivity version and a high-interactivity version requiring compliant activity. Mind wandering was assessed by thought probes, and subjective responses were rated using visual analogue scales.
Reaction times were measured using Superlab.
Compliant activity decreased the prevalence of deliberate mind wandering episodes but not of overall mind wandering.
Thought probe durations were accelerated significantly by compliant activity, near-significantly by thinking on-task thoughts, and additively by the combination of both.
Deliberate and spontaneous mind wandering elicited equivalent thought probe durations.
We conclude that compliant activity works synergistically with lack of mind wandering to accelerate the difficult task of thought probe response but not simple reaction times.
These results fit with an arousal model but not the attentional resources model.
Showing posts with label engagement. Show all posts
Showing posts with label engagement. Show all posts
Wednesday, 9 October 2019
Wednesday, 7 August 2019
Employee wellbeing: the impact on productivity and firm performance
an article by Jan-Emmanuel De Neve, Christian Krekel and George Ward ;published in CentrePiece Volume24 Issue 2 (July 2019)
Abstract
Does having happier staff mean higher productivity and improvements in companies’ bottom line? A study of over 1.8 million employees across 73 countries by Christian Krekel, George Ward and Jan-Emmanuel De Neve detects a strong positive correlation between employee well-being, productivity and firm performance.
JEL Classification: I31, J24, J25
Read full CentrePiece article (PDF 4pp)
This article summarises 'Employee Wellbeing, Productivity and Firm Performance' by Christian Krekel, George Ward and Jan-Emmanuel De Neve, CEP Discussion Paper No. 1605 (PDF 45pp)
Abstract
Does having happier staff mean higher productivity and improvements in companies’ bottom line? A study of over 1.8 million employees across 73 countries by Christian Krekel, George Ward and Jan-Emmanuel De Neve detects a strong positive correlation between employee well-being, productivity and firm performance.
JEL Classification: I31, J24, J25
Read full CentrePiece article (PDF 4pp)
This article summarises 'Employee Wellbeing, Productivity and Firm Performance' by Christian Krekel, George Ward and Jan-Emmanuel De Neve, CEP Discussion Paper No. 1605 (PDF 45pp)
Monday, 10 June 2013
Self-directed career attitude and retirement intentions
an article by Ans De Vos (Antwerp Management School, Belgium) and Jesse Segers (University of Antwerp/Antwerp Management School, Belgium) published in Career Development International Volume 18 Issue 2 (2013)
Abstract
Purpose
Career self-directedness is a concept that has gained widespread attention in the literature on new careers and managerial thinking about contemporary career development. In a related sense, the topic of employee retirement has become popular in both the academic and managerial literature. However, to date, career self-directedness has not been studied in relationship with older workers' retirement intentions. The purpose of this study is to test a model of the relationship between career self-directedness and retirement intentions, mediated by career self-management behaviors and engagement.
Design/methodology/approach
A survey was completed by 271 employees older than 45 working in five organizations. The average age was 53, and 59 percent were female. Participants had been with their current employer for an average of 16 years, and 58 percent of them worked full-time. The survey included measures of self-directed career attitude, career self-management behaviors, engagement and retirement intention.
Findings
Results indicate that engagement and career self-management behaviors fully mediated the relationship between self-directed career attitude and retirement intention.
Originality/value
This is the first study to address career self-directedness in relationship with retirement intentions, thereby considering the mediating role of career self-management behaviors and engagement. As a result, this study contributes to insights in the validity of career self-directedness as a predictor of career development using a sample of employees different from the main body of studies using samples of employees in their early career stages. Moreover, it sheds further light on the retirement process by including an individual career attitude and intermediating variables viewed as important to understand contemporary organizational behavior.
Abstract
Purpose
Career self-directedness is a concept that has gained widespread attention in the literature on new careers and managerial thinking about contemporary career development. In a related sense, the topic of employee retirement has become popular in both the academic and managerial literature. However, to date, career self-directedness has not been studied in relationship with older workers' retirement intentions. The purpose of this study is to test a model of the relationship between career self-directedness and retirement intentions, mediated by career self-management behaviors and engagement.
Design/methodology/approach
A survey was completed by 271 employees older than 45 working in five organizations. The average age was 53, and 59 percent were female. Participants had been with their current employer for an average of 16 years, and 58 percent of them worked full-time. The survey included measures of self-directed career attitude, career self-management behaviors, engagement and retirement intention.
Findings
Results indicate that engagement and career self-management behaviors fully mediated the relationship between self-directed career attitude and retirement intention.
Originality/value
This is the first study to address career self-directedness in relationship with retirement intentions, thereby considering the mediating role of career self-management behaviors and engagement. As a result, this study contributes to insights in the validity of career self-directedness as a predictor of career development using a sample of employees different from the main body of studies using samples of employees in their early career stages. Moreover, it sheds further light on the retirement process by including an individual career attitude and intermediating variables viewed as important to understand contemporary organizational behavior.
Tuesday, 13 November 2012
Crafting a job on a daily basis: Contextual correlates and the link to work engagement
an article by Paraskevas Petrou, Maria C. W. Peeters and Wilmar B. Schaufeli (Utrecht University, The Netherlands), Evangelia Demerouti (Eindhoven University of Technology, The Netherlands) and Jørn Hetland (University of Bergen, Norway) published in Journal of Organizational Behavior Volume 33 Issue 8 (November 2012)
Summary
This study focused on daily job crafting and explored its contextual determinants and one motivational outcome (i.e., work engagement).
Job crafting was conceptualised as “seeking resources,” “seeking challenges,” and “reducing demands.”
Participants were 95 employees from several organisations who completed a 5-day diary survey. As hypothesised, we found a 3-factor structure for the job crafting instrument, both at the general and day levels.
We hypothesised and found that the combination of high day-level work pressure and high day-level autonomy (active jobs) was associated with higher day-level seeking resources and lower day-level reducing demands.
Furthermore, we found that day-level seeking challenges (but not resources) was positively associated with day-level work engagement, whereas day-level reducing demands was negatively associated with day-level work engagement.
Findings suggest that job crafting is a daily employee behaviour with implications for management practice and future research.
Copyright © 2012 John Wiley & Sons, Ltd.
Summary
This study focused on daily job crafting and explored its contextual determinants and one motivational outcome (i.e., work engagement).
Job crafting was conceptualised as “seeking resources,” “seeking challenges,” and “reducing demands.”
Participants were 95 employees from several organisations who completed a 5-day diary survey. As hypothesised, we found a 3-factor structure for the job crafting instrument, both at the general and day levels.
We hypothesised and found that the combination of high day-level work pressure and high day-level autonomy (active jobs) was associated with higher day-level seeking resources and lower day-level reducing demands.
Furthermore, we found that day-level seeking challenges (but not resources) was positively associated with day-level work engagement, whereas day-level reducing demands was negatively associated with day-level work engagement.
Findings suggest that job crafting is a daily employee behaviour with implications for management practice and future research.
Copyright © 2012 John Wiley & Sons, Ltd.
Thursday, 25 October 2012
Why joy in education is an issue for socially just policies
an article by Morwenna Griffith (University of Edinburgh, UK) published in Journal of Education Policy Volume 27 Issue 5 (September 2012)
Abstract
The paper presents an argument that the usual account of social justice in formal education is too narrow. That account concerns itself only with the outcomes of education or only with general ethical precepts, such as ‘recognition’.
I argue that it should also concern itself with living educational experiences as part of what makes a good life.
I begin by noting that people find value in education for three linked but analytically separable reasons which I label: instrumental, inherent and integral.
The last of these focuses on the value of education as part of what it is to live a good life.
I point out how the usual accounts of social justice in education are seldom concerned with specifically educational experiences within formal education and that there is little clarity about the contribution of such experiences to living a good life.
I offer a provisional account of specifically educational goods in experiences of education, and compare this to research and policy on enjoyment and engagement concluding that the significance of joy in education should be recognised within education policy.
Abstract
The paper presents an argument that the usual account of social justice in formal education is too narrow. That account concerns itself only with the outcomes of education or only with general ethical precepts, such as ‘recognition’.
I argue that it should also concern itself with living educational experiences as part of what makes a good life.
I begin by noting that people find value in education for three linked but analytically separable reasons which I label: instrumental, inherent and integral.
The last of these focuses on the value of education as part of what it is to live a good life.
I point out how the usual accounts of social justice in education are seldom concerned with specifically educational experiences within formal education and that there is little clarity about the contribution of such experiences to living a good life.
I offer a provisional account of specifically educational goods in experiences of education, and compare this to research and policy on enjoyment and engagement concluding that the significance of joy in education should be recognised within education policy.
Thursday, 13 September 2012
The benefits and dangers of enjoyment with social networking websites
an article by Ofir Turel (California State University, Fullerton, USA) and Alexander Serenko (Lakehead University, Ontario, Canada) published in European Journal of Information Systems Volume 21 Issue 5 (September 2012)
Abstract
Information Systems enjoyment has been identified as a desirable phenomenon, because it can drive various aspects of system use.
In this study, we argue that it can also be a key ingredient in the formation of adverse outcomes, such as technology-related addictions, through the positive reinforcement it generates.
We rely on several theoretical mechanisms and, consistent with previous studies, suggest that enjoyment can lead to presumably positive outcomes, such as high engagement. Nevertheless, it can also facilitate the development of a strong habit and reinforce it until it becomes a ‘bad habit’, that can help forming a strong pathological and maladaptive psychological dependency on the use of the IT artifact (i.e., technology addiction).
We test and validate this dual effect of enjoyment, with a data set of 194 social networking website users analysed with SEM techniques. The potential duality of MIS constructs and other implications for research and practice are discussed.
Abstract
Information Systems enjoyment has been identified as a desirable phenomenon, because it can drive various aspects of system use.
In this study, we argue that it can also be a key ingredient in the formation of adverse outcomes, such as technology-related addictions, through the positive reinforcement it generates.
We rely on several theoretical mechanisms and, consistent with previous studies, suggest that enjoyment can lead to presumably positive outcomes, such as high engagement. Nevertheless, it can also facilitate the development of a strong habit and reinforce it until it becomes a ‘bad habit’, that can help forming a strong pathological and maladaptive psychological dependency on the use of the IT artifact (i.e., technology addiction).
We test and validate this dual effect of enjoyment, with a data set of 194 social networking website users analysed with SEM techniques. The potential duality of MIS constructs and other implications for research and practice are discussed.
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