Search Results (186)

The digital transformation of work has increasingly blurred the temporal, spatial, and psychological boundaries between professional and personal life. As a result, structural conditions have emerged that are associated with an elevated risk of burnout. This narrative review draws on literature identified through searches of Web of Science, Scopus and PubMed covering publications from 2004 to early 2026, which yielded 36 included studies, supplemented by further sources identified outside that search. It integrates key theoretical perspectives, including boundary theory, the Areas of Worklife model, the Job Demands-Resources framework and Conservation of Resources theory. Across diverse occupational contexts, three pathways recur: rising work-family conflict, reduced ability to psychologically detach from work during non-work time and the gradual depletion of personal resources. Structural drivers, comprising organisational availability norms, leadership behaviour, technology and platform design, workload, and economic precarity, are treated as the conditions under which exposure arises, and the review argues that responses pitched at individual coping are correspondingly limited. The public health implications extend beyond mental health, encompassing cardiovascular risk associated with long working hours, strain on healthcare systems, productivity losses and widening health inequities along gendered and socioeconomic lines. Addressing these challenges requires multilevel interventions, including organisational job redesign, leadership development, enforceable right-to-disconnect policies and greater recognition of recovery as a public health priority. At the same time, there remains a need for more longitudinal and intervention-based research, particularly in non-Western contexts. Full article

Algorithmic management is central to platform gig work, but its distinct forms of control may relate differently to worker strain. We examine these relationships in food delivery, a typical form of platform gig work. In this setting, algorithms continuously allocate tasks, track performance, evaluate workers, and shape behavior. The Stressor–Strain–Outcome (S-S-O) model provides the overarching framework. The Job Demands–Resources (JD-R) perspective explains why the three control dimensions may show different associations, while cognitive appraisal theory provides a supplementary lens. Specifically, the study links standardized guidance, tracking evaluation, and behavioral constraints to work engagement through role stress and emotional exhaustion, with overall social support as a moderator. Survey data from 608 food-delivery workers were analyzed using partial least squares structural equation modeling (PLS-SEM) with 5000 bootstrap resamples. Standardized guidance was negatively associated with role stress and emotional exhaustion, whereas tracking evaluation and behavioral constraints were positively associated with both. Role stress and emotional exhaustion each carried significant indirect associations with work engagement; the serial indirect associations were significant but small. Overall social support strengthened the positive associations of tracking evaluation and behavioral constraints with both strain variables. For standardized guidance, however, higher support strengthened, rather than weakened, the negative associations with strain. Predictive assessment, control-variable models, and covariance-based SEM sensitivity analyses produced broadly consistent findings. These results show that distinct forms of algorithmic control relate differently to strain. Because the data are cross-sectional and were collected from food-delivery workers, causal and temporal inferences, as well as generalization across occupations, remain limited. Full article

The Industry 5.0 paradigm reframes sustainable operations management around human-centric, resilient and responsible production, yet the conditions under which digital and AI-enabled manufacturing translate into genuine worker well-being—particularly for women—remain under-investigated. This study analyses the determinants of women’s well-being at work in the Moroccan automotive industry, a sector that has become the country’s largest industrial exporter and a strategic laboratory for Industry 4.0-to-5.0 transitions. A systematic review was first conducted in Scopus (2015–2025) following PRISMA 2020 guidelines, yielding 54 eligible studies, of which 18 explicitly addressed automotive or Industry 4.0–5.0 contexts. Building on Job Demands–Resources theory and the human-centric tenets of Industry 5.0, a conceptual model articulated five antecedents—perceived supervisor support, job autonomy, work–life balance, technology-inclusive AI environment, and organisational justice—and a moderator, Industry 5.0 maturity. The model was tested via PLS-SEM (SmartPLS 4) on survey data from 412 women working in supplier and OEM plants across Tangier, Kénitra and Casablanca. Measurement quality was satisfactory (Cronbach’s α: 0.92–0.94; CR: 0.94–0.96; AVE: 0.81–0.85; HTMT < 0.63). All five antecedents significantly predicted well-being (β = 0.09–0.29; p ≤ 0.01), explaining 62% of its variance (Q² = 0.571). Industry 5.0 maturity amplified the effect of a technology-inclusive AI environment on well-being (β interaction = 0.120; p < 0.001). The findings support a contingent, human-centric view of smart manufacturing and provide actionable levers for sustainable, gender-inclusive operations management. Full article

Teaching innovation plays a central role in advancing high-quality education and fulfilling the fundamental task of fostering moral development and holistic student growth. However, the internal mechanisms through which transformational leadership is associated with teachers’ innovative behavior remain insufficiently understood. Integrating the implicit theories framework and the job demands–resources (JD-R) model, this study proposes a sequential mediation framework in which transformational leadership is associated with primary and secondary school teachers’ innovative behavior through creative growth mindset and work engagement. Data were collected from 1082 primary and secondary school teachers using validated measures of transformational leadership, creative growth mindset, work engagement, and teachers’ innovative behavior. Structural equation modeling with bootstrapping was employed to test the hypothesized model. The results indicated that transformational leadership was positively associated with teachers’ innovative behavior. Creative growth mindset and work engagement each showed significant indirect associations between transformational leadership and teachers’ innovative behavior. Moreover, the sequential indirect association via creative growth mindset and work engagement was significant, supporting a cognitive–motivational pathway linking transformational leadership to teachers’ innovative behavior. These findings suggest that transformational leadership may relate to teachers’ innovative behavior not only directly but also through a cognitive–motivational pathway involving teachers’ beliefs about the malleability of creativity and their subsequent work engagement. From a practical perspective, these results highlight the potential value of leadership practices that communicate an inspiring vision, support teachers’ growth-oriented beliefs about creativity, and foster sustained motivational engagement. Full article

Artificial intelligence (AI) has been widely adopted in workplaces and has significantly influenced how employees perform their work. AI awareness may influence employees’ adaptation to AI-enabled workplaces and changing job demands. Grounded in conservation of resources (COR) theory, our study tests the differential effects of AI challenge awareness and AI hindrance awareness on adaptive performance. Using three-wave survey data from 369 employees in manufacturing firms, we find that AI challenge awareness is positively related to adaptive performance, whereas AI hindrance awareness is negatively related to adaptive performance. Job crafting mediates the relationships between both forms of AI awareness and adaptive performance. Mindfulness positively moderates the relationship between job crafting and adaptive performance. Furthermore, mindfulness strengthens the positive indirect effect of AI challenge awareness on adaptive performance through job crafting while weakening the negative indirect effect of AI hindrance awareness through job crafting. The current study contributes to understanding how different forms of AI awareness impact adaptive performance. It also provides practical implications for how organizations can help employees adapt to AI-enabled workplaces. Full article

This study applies Job Demands-Resources (JD-R) theory to music student psychology, with particular attention to the differentiated impacts of artificial intelligence across music student subgroups. Background: Music education requires intensive cognitive, motor, emotional, and social training. Methods: Employing a narrative literature review and conceptual framework approach, this paper draws on JD-R theory, technostress research, and cross-cultural scholarship to identify demands and resources in music education and examine their relationships with burnout and engagement. Results: Seven demands: technical, physical, temporal, performance, social–emotional, technostress, cultural identity. Resources: teacher support, peer collaboration, instruments, AI tools, curricula, and intrinsic motivation. Critically, AI-related demands and resources differ substantially across subgroups: composers face direct demand shocks (job displacement) and resource opportunities (creative augmentation) that vary by career stage, while performers experience more indirect impacts through recording market disruption and emerging self-media opportunities. Singers face a unique paradox whereby AI voice cloning creates short-term recording opportunities while potentially enabling long-term vocal replacement. Cultural identity demands arise from heritage-Western tensions in East Asia. Conclusions: This JD-R framework provides a nuanced lens for understanding music students’ well-being that accounts for subgroup-specific vulnerabilities and opportunities. Full article

Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC. Full article

Parents play a central role in their child’s school outcomes. For working parents, however, particularly those working low-wage jobs, managing work and family demands is a constant and often overwhelming reality that can have significant and adverse effects on engagement with family and children. Much of our understanding of the relationship between parental work and child school outcomes, however, has been limited to broad contextual factors (e.g., income level, time). As articulated through Bioecological theory, the context through which children’s school outcomes may be influenced is layered and multifactorial. The Job Demands-Resources model and spillover-crossover model of the work-family interface provide a theoretical lens through which we can examine how direct work factors, as well as parental efforts to navigate the work-family interface, impact child school outcomes. The purpose of this paper is to explicate the integration of Bioecological theory and Spillover-crossover theory to provide a framework for examining these factors and to highlight several areas in the work-family literature that are ripe for exploration of their role in child school outcomes. For children of parents working low-wage jobs, the detrimental effects of parent work factors on parent–child interactions and child outcomes are particularly salient. By leveraging work-family theory and established literature on parental involvement, this review provides an interdisciplinary approach to understanding the link between the systems that shape parent experiences (i.e., their work roles) and child cognitive and academic outcomes. Full article

Background: Psychosocial well-being at work is a multidimensional construct associated with employee health, organizational functioning, sustainable workforce development, and population mental health. However, few theoretically integrated instruments simultaneously assess work-related resources, job demands, psychosocial risks, and employee subjective well-being. This study aimed to develop and conduct the initial validation of the Multidimensional Psychosocial Work Environment Scale for Employed Persons (MPWES), grounded in the OECD well-being framework, the WHO-5 conceptual approach, and the Job Demands–Resources model. Methods: Scale development involved theory-driven identification of psychosocial dimensions, item generation, content and face validity assessment, and stepwise psychometric evaluation. Content validity was assessed using the Content Validity Index, and face validity using the Face Validity Index. The hypothesized structure was examined using confirmatory factor analysis. Internal consistency was evaluated using Cronbach’s alpha and McDonald’s omega, while convergent and discriminant validity were assessed using Average Variance Extracted, Composite Reliability, and inter-factor correlations. Results: The proposed measurement model comprised ten dimensions: Subjective Well-Being, Inclusion, Social Support, Workplace Harassment, Work Intensity, Work-related Psychosomatic Strain, Professional Development, Health Risks, Financial Safety, and Autonomy. CFA results provided preliminary and partial support for the proposed ten-factor structure, with borderline-to-acceptable absolute fit indices but limited-to-moderate incremental fit indices. Most dimensions demonstrated acceptable internal consistency; however, convergent and discriminant validity findings should be interpreted cautiously, particularly for dimensions with few items, Financial Safety, and the high correlation between Inclusion and Social Support. Conclusions: The findings provide preliminary empirical support for the MPWES as an initial integrated assessment framework. Further longitudinal, cross-cultural, and independent validation is required. Full article

Collaboration is increasingly treated as a core capability in contemporary working life, yet leadership-development research suggests that developmental efforts often remain too generic, weakly contextualized, and insufficiently connected to the conditions under which participants must learn and perform. This theory-informed exploratory study examines how Norwegian union representatives define, operationalize, and reflect on collaborative capability development within a semester-long university course. The study adopts a qualitative document design based on 25 written course reports produced by Parat union representatives enrolled in the course Collaboration for the Future Working Life at Kristiania University of Applied Sciences in autumn 2025. The reports are analyzed as structured reflective development documents using cross-case thematic analysis. Conceptually, the article draws on collaboration research, leadership development, self-directed learning, self-leadership, and job demands–resources theory. The findings indicate that participants conceptualized collaborative capability as a multidimensional professional capability combining dialogic competence, trust-building, psychological safety, role-based bridge-building, assertive boundary-setting, and self-regulation under pressure. Development was typically organized through iterative practice cycles of self-evaluation, feedback, goal setting, monitoring routines, micro-practices for attention and stress regulation, environmental redesign, implementation, reflection, and adjustment. At the same time, the reports suggest that collaborative development was constrained by time pressure, emotional exposure, cumulative role demands, and fluctuating energy. Reported outcomes were typically incremental, including clearer communication, increased awareness of triggers, stronger boundary-setting, more sustainable role professionalism, and improved presence under strain. The article contributes a bounded, context-sensitive account of collaborative capability development as a self-directed, self-regulated, and resource-sensitive process of professional becoming. It further develops two connected practical–theoretical models: the Performance Pyramid, which clarifies the developmental architecture from identity awareness to energy and capability regulation and performance enactment, and the Self-Leadership Wheel of Becoming, which functions as an operational scaffold for self-evaluation, goal setting, feasible program design, implementation, reflection, and revision. Rather than presenting these models as universally validated, the article positions them as heuristic and processual contributions for understanding and supporting capability development in collaboration-intensive roles. Full article

Background/Objectives: Burnout among healthcare professionals has become a major challenge affecting workforce sustainability, quality of care, and organizational performance. Although traditionally conceptualized as an individual response to chronic occupational stress, increasing evidence suggests that burnout is strongly influenced by broader organizational and systemic factors. This article aims to develop a multilevel conceptual framework that explains burnout as a systemic phenomenon emerging from interactions across healthcare structures, institutions, organizations, and individuals. Methods: An integrative conceptual synthesis was conducted using literature from healthcare burnout, occupational stress, organizational resilience, workforce sustainability, and health systems research. Relevant theoretical perspectives, including the Maslach Burnout Framework, Job Demands–Resources Model, Conservation of Resources Theory, and organizational resilience literature, were critically examined and integrated to develop a theory-building framework. Results: The proposed framework conceptualizes burnout as a dynamic process of pressure transfer operating across five interconnected levels: societal, political, institutional, organizational, and individual. Three central processes are identified: pressure transfer, normalization of exhaustion, and human capital erosion. The model further introduces the concepts of post-pandemic chronicization, invisible burnout, and human infrastructure to explain how prolonged systemic pressures contribute to the normalization and persistence of burnout within healthcare systems. Conclusions: Burnout should be understood not only as an individual psychological outcome but also as an indicator of systemic dysfunction. The proposed framework expands existing burnout models by integrating organizational and institutional determinants and provides a foundation for future empirical validation, workforce monitoring, and system-level interventions aimed at strengthening healthcare resilience and sustainability. Full article

Background: Nursing faculty shortages, burnout, and high turnover represent an escalating workforce crisis in Saudi governmental colleges of nursing. The Job Demands–Resources (JD-R) model offers a theoretically grounded framework for examining how occupational demands are associated with reduced well-being and how resources moderate these effects. Objective: This study aimed to examine the direct associations between job demands and stress outcomes and the moderating roles of job and personal resources among nursing faculty in Saudi Arabia, accounting for gender and nationality as structural covariates. Methods: A quantitative cross-sectional survey was conducted with 268 nursing faculty members from five governmental colleges using a voluntary survey of all eligible faculty (response rate: 51.1%). Theory-driven hierarchical regression analyses examined direct and moderating effects within the health-impairment pathway of the JD-R model. Results: Job demands significantly predicted all three burnout dimensions, reduced mental well-being, and job dissatisfaction. Trait emotional intelligence moderated the demand–exhaustion (delta-R² = 0.031, p = 0.006) and demand–job satisfaction (delta-R² = 0.028, p = 0.009) relationships. Job resources moderated the demand–mental well-being (delta-R² = 0.024, p = 0.018) and demand–professional efficacy links (delta-R² = 0.021, p = 0.029). Conclusions: Job demands are the primary predictor of burnout and occupational stress. Gender and nationality were associated with systematic differences in stress outcomes, suggesting that interventions should be culturally responsive and account for structural inequities. Full article

This study investigates the emergence of psychosocial risks during the COVID-19 pandemic in the architecture, engineering, and construction (AEC) industry. It aims to enhance mental health outcomes for project professionals by identifying pandemic-related stressors, evaluating the role of organisational interventions, and developing a practical framework for psychosocial risk management. Guided by Job Demands–Resources (JDR) theory, the research involved a literature review, expert consultations, and a structured survey targeting AEC project managers. The findings reveal that COVID-19-related psychosocial risks such as work overload, isolation, job insecurity, and blurred work–life boundaries were negatively associated with mental health. Organisational interventions were positively associated with improved mental health. However, the moderating effect of organisational intervention on the relationship between psychosocial risks and mental health was not statistically significant. This study proposes a framework to guide AEC organisations in integrating proactive mental health strategies into everyday project practices. While the data are sector-specific and collected during a crisis period, the implications extend to broader project-based settings. This research offers practical insights for AEC firms, policymakers, and industry stakeholders on supporting workforce well-being through targeted interventions. It also contributes conceptually by linking pandemic-induced stressors to established theoretical models of occupational stress, highlighting the need for sector-specific strategies in promoting psychological safety in high-demand work environments. Full article

Tourist guides remain understudied in tourism workforce research, particularly regarding the conditions shaping satisfaction and career retention. This study examines how cultural tourism itinerary characteristics are associated with tourist guides’ job satisfaction and career retention intentions. Data were collected through a convenience sample survey of 127 active tourist guides in Portugal. Grounded in the Job Satisfaction Survey and the Theory of Planned Behaviour frameworks, the study utilised exploratory factor analysis and multiple linear regression to analyse the data. Results indicate positive associations between itinerary characteristics, job satisfaction and career retention intentions, with Components (accommodation, meals, accessibility) and Sustainability emerging as the strongest predictors. These findings extend the Job Demands–Resources model to a supervisory-free work context and highlight itinerary design as a previously underexplored human resource management mechanism shaping workforce outcomes in tourism, with implications for tour operators, destination managers and policymakers. Full article

Quiet quitting is reported to be on the increase in the post-COVID pandemic workplace, especially among early-career Generation Z (Gen Z) employees. This trend poses serious challenges and could negatively affect organisational productivity, performance, and profitability. The purpose of this study is to evaluate the effects of mentoring and coaching on quiet quitting among graduate interns. This study also seeks to assess whether work engagement mediates this relationship and job insecurity moderates the mediated relationship between mentoring and coaching and quiet quitting via work engagement. Purposive and snowball sampling were used to recruit participants. Data were collected from 264 graduate interns employed in fixed-term internship programmes in South African organisations. The data was analysed using the SPSS PROCESS macro and SPSS Amos 30 graphics. The results showed that mentoring and coaching was significantly and negatively related to quiet quitting behaviours among graduate interns, and this negative relationship was partially mediated by work engagement. Furthermore, job insecurity moderated the mediated effect of mentoring and coaching on quiet quitting behaviours via work engagement. This study advances our understanding of how organisations can mitigate quiet quitting among graduate interns by integrating the social exchange theory and Job Demands–Resources model (JD-R). The practical implication for organisations is to capacitate line managers with technical, professional, and interpersonal skills to mentor and coach early-career Gen Z employees. Line manager mentoring and coaching will increase early-career Gen Z employees’ work engagement and subdue quiet quitting, which is reported to be on the rise among this generation. Full article