جستجوی مقالات مرتبط با کلیدواژه « thriving at work » در نشریات گروه « روانشناسی »

In today's challenging work environment, development is very important for employees, and they must learn to both improve themselves and maintain their physical and mental health and well-being; so, the aim of this study was to examine the relationship between family support and psychological well-being through the mediating role of work-family experiences and thriving at work and moderating role of work-family boundary management in Yazd University of Medical Sciences.

The method of this study is practical in term of purpose and descriptive survey in term of data collection. The statistical population of the present study was the headquarters employees of Yazd University of Medical Sciences (250 people), using Cochran's formula, 156 people were selected through simple random sampling method. The instrument for collecting field data in this research was standard questionnaires; including the psychological well-being questionnaire from the study of Ryff & Singer (2003); the thriving at work questionnaire from the study of Imran et al. (2020); the work-family conflict questionnaire from the study of Grzywacz & Marks (2000); work-family enrichment questionnaire and family support questionnaire from the study of Neneh (2017); and the work-family boundary management questionnaire from the study of Kreiner (2006); that, the validity of the questionnaires was confirmed using the opinions of a number of experts in this field, and Cronbach's alpha coefficient and composite reliability were used to determine the reliability of the measurement instrument. The analysis method used in this research was the structural equation modeling technique.

The results of the research showed that Family support has a positive and significant effect on work-family enrichment (β = 0.410, t= 6.330); also, work-family conflict has a negative and significant effect on thriving at work (β = -0.164, t= 2.026); also, work-family enrichment has a positive and significant effect on thriving at work (β = 0.522, t= 8.349); and work-family enrichment has a mediating role in the relationship of family support and thriving at work (β = 0.214, t= 4.284); and , thriving at work has mediating role in the relationships of work-family conflict and work-family enrichment with psychological well-being (β = -0.083, t= 1.969) and (β = 0.264, t= 4.942); and finally, work-family boundary management does not have a moderating role in the relationships of family support with work-family conflict and work-family enrichment (β = 0.080, t= 1.267) and (β = -0.002, t= 0.028).

According to the results of this research, it is suggested to managers, when developing plans to create a work environment of thriving, a more balanced approach that pays attention to both positive experiences in the family and positive experiences in the work environment; according to the socially embedded model of thriving, employees achieve thriving at work, who pay attention to the social interactions that take place between the family and the work environment, and the employees overcome their anxiety and depression through the vitality gained and improving their psychological well-being is helped.

The present study was modeling of the relationship between thriving at work and career path adaptability and mediating role of psychological capital in teachers.

The research method was descriptive-correlational. The statistical population included all female teachers working in the primary school of Tehran Education Organization. 405 individuals were selected using random cluster sampling method. Thriving at work questionnaire (Porath, 2011), Career adaptability questionnaire (Savickas, 2012) and psychological capital questionnaire (Luthans, 2007) were used to collect data. Person correlation coefficient test by structural equation modeling using SPSS 23 and LISREL software was used to analyze the data.

The results showed that the direct path coefficient between career path adaptability and psychological capital with thriving at work (=β 0/411, P<0/01) positive and Indirect path between psychological capital in the relationship between career path adaptability and thriving at work (=β 0/427, P<0/01) positive and at the level of 0/01 it was significant.

According to the research findings, career path adaptability can predict thriving at work and psychological capital plays an important mediating role in thriving. Therefore, it is very important to pay attention to the current factors of career path adaptation and psychological capital.

The purpose of this study was to investigate the effect of psychological capital, trust in organization and transformational leadership, considering the mediating role of basic psychological needs. The participants of this study were 418 employees of NISOC who were selected through stratified random sampling method. The direct effects of basic psychological needs, psychological capital and trust in organization on thriving at work were significant but the direct effect of transformational leadership on thriving at work was not supported. The indirect effects of psychological capital, trust in organization and transformational leadership on thriving at work through basic psychological needs were supported. According to findings of this study, practices for increasing of psychological capital and trust in organization should be considered by organization.

Thriving at work is a positive psychological state that definitely describes individual growth at organizations. Thriving at work is a two-dimensional construct composed of feeling of vitality or being energized and a sense of learning that signifies the acquisition and application of knowledge and skills to build capability and confidence at work. These two elements considering the affective and cognitive basis of employee growth and development simultaneously. Most previous studies focused on observing outcomes of thriving at work. Their findings show lots of benefits for both employees and organizations mainly such as psychological and physical health and high quality of job performance, but there are a few studies which identify antecedents of thriving at work. On the other hand, the literature of thriving at work supports its mediating role between some antecedents and consequences. In this regard, the present study has taken into account the effects of one of the major antecedents of thriving at work (psychological capital) on job performance and psychological well-being with highlighting the mediating role of thriving at work. The purpose of this study was to investigate the effect of psychological capital on job performance and psychological well-being considering the mediating role of thriving at wor.

The research method is correlational through structural equation modeling (SEM). The participants of this study were 418 employees of NISOC who were selected through stratified random sampling method. Instruments included Psychological Capital Questionnaire )Luthans et al., 2007(, Thriving at Work Scale )Porath et al., 2012(, Job performance Questionnaire )Williams & Anderson, 1991(, and Psychological Wellbeing Questionnaire )Diener & Biswas-Diener, 2008(. The proposed model was analyzed through structural equation modeling by using SPSS-25 and AMOS-24 software packages. For testing indirect effects, Bootstrap method (Preacher & Hayes, 2008 (was used.

Findings revealed that the proposed model fit the data properly. The direct effects of psychological capital and thriving at work on job performance and psychological well-being were significant. Findings also showed that psychological capital has positive direct effect on thriving at work. Results of indirect effects supported the mediating role of thriving at work in the relationship between psychological capital and both job performance and psychological well-being.

 According to the findings of this study, focus on personal chracteristics such as psychological capital and thriving at work in the case of improving job performance and psychological well-being is important thus practices for increasing psychological capital and thriving at work through training packages and programs should be considered by organization.

Thriving at work is the modern conceptual basis of positive organizational psychology. Having energy and interest in using knowledge and skills in performing job tasks (success) is underling factor for promotion job attitudes. The present study was conducted to determine the role of work engagement in relationship between thriving at work and job attitudes of teachers including commitment to teaching, job satisfaction and occupational sense of belonging at school. This study was descriptive. The population of this research was women teachers of Esfahan in high school that 130 women teacher were selected by cluster sampling method. Participants of this study responded to Porath Thriving at Work Questionnaire(2011), Teacher Engagement Scale(Klassena,, Yerdelenc,Durksen), Teachers' Job Satisfaction Scale(Poomaki et al.,2010), Teacher's Organizational Commitment Scale(Chan et al.,2008) and Sense of Belonging at School Scale(Scalwick and Scalwick,2011). Data were analyzed by Person correlation with SPSS-20 and Structural Equation Modeling(SEM) in bootstrapping analysis by AMOS-20. The results of this study showed that, in order to model structural equations, we must first use the Maximum Likelihood (ML) test in the Satorra Bentler Robust estimation method. The results of Bootstrapping analysis in the final model showed good fitness with collected data. This model confirmed indirect relationship between thriving at work and teacher’s job attitudes with mediation role of teacher engagement. The findings support the necessity of investment to create enthusiasm and engagement among teachers as trainers of next generation in improving major job attitudes such as teaching commitment, job satisfaction and sense of belonging at school. If energy and tendency to apply educational training (thriving at work) is associated with motivation and positive cognitive-emotional affect (teacher engagement) so it can lead to attitude such as sense of pride and belonging and also commitment to teaching profession that their effects will be visible in the educational environments.

Thriving at work is the modern conceptual basis of positive organizational psychology. Having energy and interest in using knowledge and skills in performing job tasks (success) is underling factor for promotion job attitudes. The present study was conducted to determine the role of work engagement in relationship between thriving at work and job attitudes of teachers including commitment to teaching, job satisfaction and occupational sense of belonging at school. This study was descriptive. The population of this research was women teachers of Esfahan in high school that 130 women teacher were selected by cluster sampling method. Participants of this study responded to Porath Thriving at Work Questionnaire(2011), Teacher Engagement Scale(Klassena,, Yerdelenc,Durksen), Teachers' Job Satisfaction Scale(Poomaki et al.,2010), Teacher's Organizational Commitment Scale(Chan et al.,2008) and Sense of Belonging at School Scale(Scalwick and Scalwick,2011). Data were analyzed by Person correlation with SPSS-20 and Structural Equation Modeling(SEM) in bootstrapping analysis by AMOS-20. The results of this study showed that, in order to model structural equations, we must first use the Maximum Likelihood (ML) test in the Satorra Bentler Robust estimation method. The results of Bootstrapping analysis in the final model showed good fitness with collected data. This model confirmed indirect relationship between thriving at work and teacher’s job attitudes with mediation role of teacher engagement. The findings support the necessity of investment to create enthusiasm and engagement among teachers as trainers of next generation in improving major job attitudes such as teaching commitment, job satisfaction and sense of belonging at school. If energy and tendency to apply educational training (thriving at work) is associated with motivation and positive cognitive-emotional affect (teacher engagement) so it can lead to attitude such as sense of pride and belonging and also commitment to teaching profession that their effects will be visible in the educational environments.