Exploring daily patterns of work engagement among teachersA Latent Growth Modeling approach

  1. Paula Ruiz-Zorrilla 1
  2. Xabier Hernández 1
  3. Ana Barrón López de Roda 1
  4. Mirko Antino 1
  5. Alfredo Rodríguez-Muñoz 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revue:
Psicothema

ISSN: 0214-9915,  1886-144X

Année de publication: 2020

Volumen: 32

Número: 3

Pages: 374-381

Type: Article

DOI: 10.7334/PSICOTHEMA2020.57 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Psicothema

Résumé

Background: Starting from the Demands-Resources model, our aims through this diary research were to explore daily diary fluctuations in work engagement in a sample of teachers and to look for the effects of that on affect and satisfaction at home. Method: Several Latent Growth Curve (LCGA) models were run on two dimensions of work engagement (vigor and dedication) with an exploratory focus, to look for different grouped oscillation patterns. Then, several repeated measures MANCOVA explored whether those patterns were related to affect and satisfaction at night. Results: Two distinct latent trajectories were found for work engagement dimensions. However, neither of them showed any notable development over time. Furthermore, our latent classes were found to be related to inter-individual differences in positive and negative affect, and the satisfaction at home domain, but no interesting within-subjects (overall time) effects were found. Conclusions: Contrary to our expectations, we provide some evidence of the stability of work engagement over the working week. In addition, following previous results, work engagement levels across the working week were found to be related to levels of affect and satisfaction at home, adding evidence to the spillover potential of work engagement on individuals’ key personal resources

Références bibliographiques

  • Bakker, A. B. (2014). Daily fluctuations in work engagement: An overview and current directions. European Psychologist, 19(4), 227-236. https:// doi.org/10.1027/1016-9040/a000160
  • Bakker, A. B., & Bal, M. P. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189-206. https://doi.org/10.1348/096317909X402596
  • Bakker, A. B., & Geurts, S. A. (2004). Toward a dual-process model of work-home interference. Work and Occupations, 31(3), 345-366. https://doi.org/10.1177/0730888404266349
  • Bakker, A. B., & Oerlemans, W. G. (2019). Daily job crafting and momentary work engagement: A self-determination and self-regulation perspective. Journal of Vocational Behavior, 112, 417-430. https://doi. org/10.1016/j.jvb.2018.12.005
  • Bakker, A. B., & Sanz-Vergel, A. I. (2013). Weekly work engagement and flourishing: The role of hindrance and challenge job demands. Journal of Vocational Behavior, 83(3), 397-409. https://doi.org/10.1016/j. jvb.2013.06.008
  • Bakker, A. B., & Xanthopoulou, D. (2009). The crossover of daily work engagement: Test of an actor-partner interdependence model. Journal of Applied Psychology, 94(6), 1562. https://doi.org/10.1037/ a0017525
  • Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274. https://doi. org/10.1037/0022-0663.99.2.274
  • Bakker, A. B., Rodríguez-Munoz, A., & Derks, D. (2012). The emergence of positive occupational health psychology. Psicothema, 24(1), 66-72. https://doi.org/10.1037/e518332013-837
  • Beehr, T. A., Walsh, J. T., & Taber, T. D. (1976). Relationships of stress to individually and organizationally valued states: Higher order needs as a moderator. Journal of Applied Psychology, 61(1), 41. https://doi. org/10.1037/0021-9010.61.1.41
  • Berlin, K. S., Parra, G. R., & Williams, N. A. (2013). An introduction to latent variable mixture modeling (part 2): Longitudinal latent class growth analysis and growth mixture models. Journal of Pediatric Psychology, 39(2), 188-203. https://doi.org/10.1093/jpepsy/jst085
  • Breevaart, K., & Bakker, A. B. (2018). Daily job demands and employee work engagement: The role of daily transformational leadership behavior. Journal of Occupational Health Psychology, 23(3), 338. https://doi.org/10.1037/ocp0000082
  • Breevaart, K., Bakker, A. B., & Demerouti, E. (2014). Daily self-management and employee work engagement. Journal of Vocational Behavior, 84(1), 31-38. https://doi.org/10.1016/j.jvb.2013.11.002
  • Breevaart, K., Bakker, A. B., Demerouti, E., & Derks, D. (2016). Who takes the lead? A multi-source diary study on leadership, work engagement, and job performance. Journal of Organizational Behavior, 37(3), 309- 325. https://doi.org/10.1002/job.2041
  • Breevaart, K., Bakker, A. B., Demerouti, E., & Hetland, J. (2012). The measurement of state work engagement. European Journal of Psychological Assessment, 28, 305-312. https://doi.org/10.1027/1015- 5759/a000111
  • Breevaart, K., Bakker, A., Hetland, J., Demerouti, E., Olsen, O. K., & Espevik, R. (2014). Daily transactional and transformational leadership and daily employee engagement. Journal of Occupational and Organizational Psychology, 87(1), 138-157. https://doi.org/10.1111/ joop.12041
  • Cooper, C., & Travers, C. (2012). Teachers under pressure: Stress in the teaching profession. Routledge.
  • Culbertson, S. S., Mills, M. J., & Fullagar, C. J. (2012). Work engagement and work-family facilitation: Making homes happier through positive affective spillover. Human Relations, 65(9), 1155-1177. https://doi. org/10.1177/0018726712440295
  • Demerouti, E., Bakker, A.B., & Bulters, A.J. (2004). The loss spiral of work pressure, work-home interference and exhaustion: Reciprocal relations in a three-wave study, Journal of Vocational Behavior, 64, 131-149. https://doi.org/10.1016/S0001-8791(03)00030-7
  • Garrick, A., Mak, A. S., Cathcart, S., Winwood, P. C., Bakker, A. B., & Lushington, K. (2014). Psychosocial safety climate moderating the effects of daily job demands and recovery on fatigue and work engagement. Journal of Occupational and Organizational Psychology, 87(4), 694-714. https://doi.org/10.1111/joop.12069
  • Gawke, J. C., Gorgievski, M. J., & Bakker, A. B. (2017). Employee intrapreneurship and work engagement: A latent change score approach. Journal of Vocational Behavior, 100, 88-100. https://doi.org/10.1016/j. jvb.2017.03.002
  • Gross, S., Meier, L. L., & Semmer, N. K. (2013). Latent growth modeling applied to diary data: The trajectory of vigor across a working week as an illustrative example. In A. B. Bakker & K. Daniels (Eds.), Current issues in work and organizational psychology. A day in the life of a happy worker (pp. 114-131). Psychology Press.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
  • Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357. https://doi.org/10.1080/02619768.2011.63 3993
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A multidisciplinary journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692- 724. https://doi.org/10.5465/256287
  • Kühnel, J., Sonnentag, S., & Bledow, R. (2012). Resources and time pressure as day-level antecedents of work engagement. Journal of Occupational and Organizational Psychology, 85(1), 181-198. https:// doi.org/10.1111/j.2044-8325.2011.02022.x
  • Kulikowski, K. (2017). Do we all agree on how to measure work engagement? Factorial validity of Utrecht Work Engagement Scale as a standard measurement tool-a literature review. Int. J. Occup. Med. Environ. Health, 30, 161-175. https://doi.org/10.13075/ ijomeh.1896.00947
  • Lieke, L., Bakker, A. B., Hetland, J., & Keulemans, L. (2012). Do new ways of working foster work engagement? Psicothema, 24(1), 113-120.
  • Lisbona, A., Palaci, F., Salanova, M., & Frese, M. (2018). The effects of work engagement and self-efficacy on personal initiative and performance. Psicothema, 30(1), 89-96. https://doi.org/10.7334/ psicothema2016.245
  • Little, T. D., Schnabel, K. U., & Baumert, J. (Eds.) (2015). Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples. Psychology Press. ISSN 10944281
  • López-Gómez, I., Hervás, G., & Vázquez, C. (2015). Adaptación de las “Escalas de afecto positivo y negativo” (PANAS) en una muestra general española [Adaptation of the Positive and Negative Affect Scales (PANAS) to a Spanish General Sample Population]. Psicología Conductual, 23(3), 529-548.
  • Mäkikangas, A., Feldt, T., Kinnunen, U., & Tolvanen, A. (2012). Do low burnout and high work engagement always go hand in hand? Investigation of the energy and identification dimensions in longitudinal data. Anxiety, Stress & Coping, 25(1), 93-116. https://doi.org/10.1080/ 10615806.2011.565411
  • Muthé n, L.K., & Muthé n, B.O. (1998-2010). Mplus User’s Guide. Sixth Edition. Muthé n & Muthé n.
  • Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535-569. https://doi. org/10.1080/10705510701575396
  • Ouweneel, E., Le Blanc, P. M., Schaufeli, W. B., & van Wijhe, C. I. (2012). Good morning, good day: A diary study on positive emotions, hope, and work engagement. Human Relations, 65(9), 1129-1154. https://doi. org/10.1177/0018726711429382
  • Pardo, A., & Castellanos, R. S. M. (2004). Análisis de datos en psicología II [Data Analysis in Psychology]. Pirámide.
  • Prieto, L. L., Soria, M. S., Martínez, I. M., & Schaufeli, W. (2008). Extension of the Job Demands-Resources model in the prediction of burnout and engagement among teachers over time. Psicothema, 20(3), 354-360.
  • Rodríguez-Muñoz, A., Sanz-Vergel, A. I., Demerouti, E., & Bakker, A. B. (2014). Engaged at work and happy at home: A spillover-crossover model. Journal of Happiness Studies, 15(2), 271-283. https://doi. org/10.1007/s10902-013-9421-3
  • Schaubroeck, J., Cotton, J. L., & Jennings, K. R. (1989). Antecedents and consequences of role stress: A covariance structure analysis. Journal of Organizational Behavior, 10(1), 35-58. https://doi.org/10.1002/ job.4030100104
  • Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(3), 293-315. https://doi.org/10.1002/job.248
  • Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701-716. https:// doi.org/10.1037/1082-989X.3.4.424
  • Schaufeli, W.B., Salanova, M., González-Romá, V., & Bakker, A.B. (2002). The measurement of engagement and burnout and: A confirmative analytic approach, Journal of Happiness Studies, 3(1), 71-92. https:// doi.org/10.1023/A:1015630930326
  • Siu, O. L., Lu, J. F., Brough, P., Lu, C. Q., Bakker, A. B., Kalliath, T., ... & Sit, C. (2010). Role resources and work-family enrichment: The role of work engagement. Journal of Vocational Behavior, 77(3), 470-480. https://doi.org/10.1016/j.jvb.2010.06.007
  • Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-effi cacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https:// doi.org/10.2466/14.02.PR0.114k14w0
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571. https:// doi.org/10.1037/0022-0663.85.4.571
  • Sonnentag, S. (2003). Recovery, work engagement, and proactive behavior: A new look at the interface between nonwork and work. Journal of Applied Psychology, 88(3), 518. https://doi.org/10.1037/0021- 9010.88.3.518
  • Sonnentag, S., Dormann, C., & Demerouti, E. (2010). Not all days are created equal: The concept of state work engagement. In A. B. Bakker (Ed.) & M. P. Leiter, Work engagement: A handbook of essential theory and research (pp. 25-38). Psychology Press.
  • Tadić, M., Bakker, A. B., & Oerlemans, W. G. (2015). Challenge versus hindrance job demands and well-being: A diary study on the moderating role of job resources. Journal of Occupational and Organizational Psychology, 88(4), 702-725. https://doi.org/10.1111/joop.12094
  • Thompson, E. R. (2007). Development and validation of an internationally reliable short form of the positive and negative affect schedule (PANAS). Journal of Cross-cultural Psychology, 38(2), 227-242. https://doi.org/10.1177/0022022106297301
  • Tims, M., Bakker, A. B., & Xanthopoulou, D. (2011). Do transformational leaders enhance their followers’ daily work engagement? The Leadership Quarterly, 22(1), 121-131. https://doi.org/10.1016/j.leaqua.2010.12.011
  • van Woerkom, M., Oerlemans, W., & Bakker, A. B. (2016). Strengths use and work engagement: A weekly diary study. European Journal of Work and Organizational Psychology, 25(3), 384-397. https://doi.org/1 0.1080/1359432X.2015.1089862
  • Venz, L., Pundt, A., & Sonnentag, S. (2018). What matters for work engagement? A diary study on resources and the benefi ts of selective optimization with compensation for state work engagement. Journal of Organizational Behavior, 39(1), 26-38. https://doi.org/10.1002/ job.2207
  • Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063. https://doi. org/10.1037/0022-3514.54.6.1063
La source de données: Dialnet