scholarly journals Job strain in German novice physical therapists

2021 ◽  
Vol 8 (1) ◽  
pp. 3-19
Author(s):  
Julia Stadelmaier ◽  
Bernhard Reichert ◽  
Jutta Räbiger

Abstract Introduction International research shows high levels of job demands and psychological resources for physical therapists, and job strain is considered to be moderate. So far, publications are based on therapists with varying length of service. Little is known about job strain during the first year in the profession. Aim To investigate the level of job strain of German novice physical therapists and to identify common workplace stressors. Methods We conducted a web-based survey among physical therapists who had been working for 12 month or less. Using a self-administrated questionnaire, job strain was measured by its effects on work commitment, general health, job satisfaction, burnout and turnover intention. Subgroup analyses based on age, sex and rating of professional training were performed. Stressors at work were evaluated by priority and frequency of appearance. Results Data of 153 physical therapists was analysed. Low levels of job strain were reported. Novice physical therapists showed high levels of workplace commitment and general health, and low levels of turnover. Moderate ratings were recorded for job satisfaction and symptoms of burnout. Inadequate compensation for work, high caseload, time pressure and physical stress were the most common stressors mentioned. Therapists who rated their professional training as positive reported lower levels of job strain. No significant differences between women and men or between therapists of different age were found. Conclusion Although many workplace stressors are reported, novice physical therapists show low levels of job strain. Vocational training may be one important protective factor with regard to job strain.

2010 ◽  
Vol 5 (4) ◽  
Author(s):  
Elsie Omolara Babajide

This study investigated the influence of personal factors on workers’ turnover intention in work organizations in South-West Nigeria. This was for the purpose of ascertaining the relevance of personal variables to turnover intention assessment among industrial workers in Nigeria. The descriptive survey design was adopted for the study. A total of 725 respondents were selected using stratified sampling technique. A set of self developed structured questionnaire titled Personal Factors and Workers’ Turnover Intention Scale (PFWTIS) with reliability co-efficient of 0.84 was used for data collection. Multiple Regression Analysis and t-test statistics were used for data analysis at 0.05 alpha levels. The findings revealed that: Personal factors (work-family life, commitment, job satisfaction and general health) significantly influenced workers’ turnover intention F (4, 720) = 0.570; P<0.05). Findings revealed that the order of causation in descending order of magnitude: Job satisfaction (Beta = 0.345, P<.0.05); work-family life (Beta = 0.205; P<0.05), general health (Beta = 0.213; P<0.05) and commitment, (Beta = 0.145; P<0.05). Based on these findings, it was recommended that for retention of workers to be made possible, motivational incentives that could foster workers` job satisfaction and commitment should be provided at equitable measure of reward system to be commensurate with workers` job performance. Also, organizational support system that could promote workers` good health and reduction of occupational hazards should be provided for all levels of workers in order to achieve workers retention.


2020 ◽  
Vol 3 (1) ◽  
pp. 13-30
Author(s):  
María Soledad Menghi

At present, the psychophysical health of educators is anissue that has taken on increased importance, especiallythe phenomenon of chronic work stress, as it directlyaffects the effectiveness of their work. Hence the importance ofdetecting what factors can prevent this chronic exhaustion in theeducational field. This research aimed at answering this questionfrom an empirical perspective.To this end, a sample of 300 early education and primaryschool teachers from both public and private institutions of theArgentina was used. Maslach and Jackson’s Burnout Inventory(MBI) was implemented to determine the level of chronic stress.In order to assess two psychosocial resources of great relevancein the context of work, the Albert Bandura’s Teaching Selfefficacy Scale and the Job Satisfaction Scale for educators wereused. Overall, the perceptions of teacher self-efficacy and of jobsatisfaction are considered psychological resources that wouldact as modulators of chronic stress in the workplace, noticingmoderate and high values in the resources, but low levels ofburnout symptoms in the teacher sample evaluated.


2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.


2020 ◽  
Vol 2 (1) ◽  
pp. 60-79
Author(s):  
Wayan Arya Paramarta ◽  
Ni Putu Kurnia Darmayanti

The aims of this study was to explain the effect of employee engagement and work stress on job satisfaction and turnover intention at Aman Villas Nusa Dua-Bali. The type of data used in this study is qualitative and quantitative data, with data sources namely primary and secondary data. Data collection method is interview, distributing questionnaires to respondents and library research, while the data analysis technique used Smart PLS 3.2.8. The results of this study showed that employee engagement had a positive effect and significant on job satisfaction, work stress had a negative effect but not significant on job satisfaction, employee engagement had a negative effect and significant on turnover intention, work stress had a positive effect and significant on turnover intention, job satisfaction had a negative effect but not significant on turnover intention, employee engagement had a positive effect but not significant on turnover intention trough job satisfaction, work stress had a positive effect but not significant on turnover intention trough job satisfaction at Aman Villas Nusa Dua-Bali.


1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.


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