Well-Being at Work

2017 ◽  
pp. 538-559 ◽  
Author(s):  
Pinar Bayhan Karapinar ◽  
Selin Metin Camgoz
Keyword(s):  
Occupational Stress ◽  
Work Performance ◽  
Positive Emotions ◽  
Well Being ◽  
Personality Factors ◽  
Comprehensive Overview ◽  
Work Settings ◽  
The Individual ◽  
Organizational Consultants

Well-being is defined as individuals' subjective and global judgment whether the individual is experiencing the relative presence of positive emotions, the relative absence of negative emotions, and satisfaction with their life. This chapter addresses individuals' well-being at work, since work composes an important part of individuals' life experiences and has important effects on both employees' and organizations' effectiveness. For this purpose, this book chapter provides a comprehensive overview of well-being with respect to its predictors as well as its outcomes. More specifically, personality factors, job characteristics, and occupational stress are explored in terms of individual and organizational antecedents, whereas job satisfaction and work performance are utilized as outcomes of well-being. This chapter will be of interest to researchers, practitioners, and organizational consultants in providing a comprehensive guideline about the implications of well-being at work settings.

Well-Being at Work

2017 ◽  
pp. 78-99 ◽  
Author(s):  
Pinar Bayhan Karapinar ◽  
Selin Metin Camgoz
Keyword(s):  
Occupational Stress ◽  
Work Performance ◽  
Positive Emotions ◽  
Well Being ◽  
Personality Factors ◽  
Comprehensive Overview ◽  
Work Settings ◽  
The Individual ◽  
Organizational Consultants

Well-being is defined as individuals' subjective and global judgment whether the individual is experiencing the relative presence of positive emotions, the relative absence of negative emotions, and satisfaction with their life. This chapter addresses individuals' well-being at work, since work composes an important part of individuals' life experiences and has important effects on both employees' and organizations' effectiveness. For this purpose, this book chapter provides a comprehensive overview of well-being with respect to its predictors as well as its outcomes. More specifically, personality factors, job characteristics, and occupational stress are explored in terms of individual and organizational antecedents, whereas job satisfaction and work performance are utilized as outcomes of well-being. This chapter will be of interest to researchers, practitioners, and organizational consultants in providing a comprehensive guideline about the implications of well-being at work settings.

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

Adjusting to working away and as an expatriate: learnings on what organisations can do to promote the mental health and well-being of workers and their families

2020 ◽  
Vol 60 (2) ◽  
pp. 440
Author(s):  
Melanie L. Freeman
Keyword(s):  
Mental Health ◽  
Work Performance ◽  
Well Being ◽  
Relevant Information ◽  
Psychosocial Risks ◽  
Individual Level ◽  
The Individual ◽  
Building Capability ◽  
The Military ◽  
Health And Well Being

Adjusting to frequent separations and reunions can put pressure on the relationships and families of those who work away. Although the work context is different, there are similar effects and challenges for workers, families and organisations across the military, expatriate and fly-in, fly-out (FIFO) research domains. Mental health, work performance, job satisfaction, relationships and parenting are all negatively affected by the extended periods of deployment or posting and the regular and ongoing shorter periods of FIFO work. At the individual level, personality dimensions (emotional stability, sociability, openness to new experiences), locus of control, intelligence, self-sufficiency and cultural intelligence have been shown to significantly affect these impacts and provide organisations with starting points for both the screening of candidates for roles and coaching them to better adjust and cope cross-culturally. The recruitment and onboarding processes should be underpinned by the principles of managing expectations and building capability, and this means that realistic and relevant information should focus on the realities of the work, the work environment and host country. The onboarding process that seeks to socialise the worker into the organisation and the culture should assume the worker will take at least 6 months to settle into the role. Predeparture training should engage with the worker and their families to ensure the development of coping skills and practical strategies for managing communication, parenting and relationships. Effectively managing the psychosocial risks faced by workers across these domains will improve the mental health and well-being of workers and their families.

Positive emotions boost employee engagement

2014 ◽  
Vol 22 (1) ◽  
pp. 34-37 ◽  
Author(s):  
Suzanne Hazelton
Keyword(s):  
Organizational Performance ◽  
Employee Engagement ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Well Being ◽  
Organizational Level ◽  
Content Type ◽  
The Individual ◽  
Positive Memories ◽  
Mental Well Being

Purpose – Highlights the power of positive emotions in helping to build individual and organizational success. Design/methodology/approach – Explores the meaning of positive emotions, how they can be promoted at individual and organizational level and the benefits they can bring to the individual and organization. Findings – Advances the view that positive emotions can benefit physical health, mental well-being and the ability to flourish, creativity, resilience, the mood of others, positive memories and relationships. Practical implications – Argues that the positive emotions of the workforce can improve the organizational culture and improve organizational performance. Social implications – Demonstrates that around three positive emotions are needed to balance out each negative emotion and shows that positive emotions can be stimulated through having new experiences and through acts of kindness and gratitude. Originality/value – Extends psychological thinking on positive emotions to the workforce and workplace.

Well-Being Curves Across Transitions

2010 ◽  
Vol 69 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Sonja Perren ◽  
Roger Keller ◽  
Marco Passardi ◽  
Urte Scholz
Keyword(s):  
Convergent Validity ◽  
Growth Parameters ◽  
Well Being ◽  
Situational Factors ◽  
Individual Growth ◽  
Personality Factors ◽  
Subjective Well Being ◽  
Retrospective Design ◽  
The Individual ◽  
Adaptation Processes

A newly developed instrument (retrospective well-being curves: WBC) was applied in two studies. In Study 1, a sample of 145 adults (M = 26.6 years) completed the WBC twice for different normative transitions. In Study 2, 151 university freshmen (M = 21.5 years) reported on their subjective well-being at 9 consecutive measurement points during their transition to university and completed the WBC at T10. In both studies, personality factors were assessed. Retest reliability of the individual growth parameters (intercept, linear, and quadratic change) was moderate to high (Study 1), whereas convergent validity of the growth parameters was moderate (Study 2). The results demonstrated distinct well-being trajectories for different transitions. Situational factors (e.g., timing) and personality factors (neuroticism and extraversion) were significantly associated with well-being. The results indicate that, although the use of the WBC may be limited by its retrospective design, the instrument provides a time-efficient way of measuring hedonic adaptation processes.

scholarly journals Relationship between depression symptoms and music use: The role of trait affect, music skills, music preferences

2020 ◽  
Author(s):  
Sai Charan Kanagala ◽  
David M. Greenberg ◽  
Thomas Schäfer ◽  
Anna Gabinska
Keyword(s):  
Positive Emotions ◽  
Well Being ◽  
Depression Symptoms ◽  
Odds Ratios ◽  
Music Preferences ◽  
Trait Affect ◽  
Engagement Strategies ◽  
Musical Engagement ◽  
The Individual ◽  
Music Skills

People across cultures often use music to evoke positive emotions and moods. Yet, some people tend to employ maladaptive strategies such as rumination, avoidant, or social isolation purposes when they listen to music. This maladaptive musical engagement style is linked with depression and poorer well-being. The present research investigated the association between musical engagement strategies, symptoms of depression, trait affect, and musical expertise in a sample of 1,415 Indians (17- 65 years) across four cities and two countries. Participants completed a battery of assessments on trait affect, depression, and musical engagement and music preferences, music skills. Adaptive musical engagement was measured with the healthy music subscale (HM) and maladaptive musical engagement was measured with the unhealthy music subscale (UHM) of the healthy-unhealthy music scale (Saarikallio et al., 2015). All nine symptoms (r=.16, to .30) and sum score (r=.39) of depression, trait negative affect (r=.36) were correlated with UHM. Six symptoms (R2=.18) were predictors of UHM among those suicidal ideation, guilt, and fatigue were the strongest predictors. Engagement with UHM increased the odds of experiencing depression with mild (Odds ratios=1.05 to 1.10), moderate (Odds ratio =1.05 to 1.16), and severe symptomatology (Odds ratios = 1.05 to 1.17). Trait positive affect (r=.29), music hobby (r=.22) correlated with HM. Participants with music skills engaged in HM (d = -.26 to -.36) more than the participants without music skills. Overall the results show that musical engagement either through listening or active participation in musical activities is an indicator for the well-being of the individual. Maladaptive musical engagement is detrimental to mental health. The current study validated the HUMS scale in India, provided a cut-off score based on the sensitivity and specificity in detecting depression by a non-clinical phenomenon, and it can be useful in treating depression with the aid of music-related interventions.

scholarly journals Music, Brain and Health

2020 ◽  
Vol 7 (1) ◽  
pp. 38
Author(s):  
Ante L. Padjen
Keyword(s):  
Positive Emotions ◽  
Music Perception ◽  
Human Life ◽  
Musical Training ◽  
Music Performance ◽  
Well Being ◽  
Self Awareness ◽  
Individual Level ◽  
Wide Range ◽  
The Individual

Music, like language, is a uniquely human experience, ubiquitous across human cultures and across the human life span.Musical capacity appears early in evolution and it seems to be innate to most of the human population. Neurobiological studies of music perception and music performance profoundly affect the brain, in an acute and chronic way, by modulating networks involved in cognition, sensation, emotion, reward, and movement corresponding to the empirical findings why people listen to music: pleasure, self-awareness, social relatedness, and arousal and mood regulation.Most intriguing is “salutogenic” effect of musical activities, such as instrumental and choral “musicking” (particularly in non-professional musicians), both on the individual level and in populations. Musical training can promote the development of non-musical skills as diverse as language development, attention, visuospatial perception, and executive functions.Music is also a prophylactic resource, it improves the bonding of mother and child. There is a wide range of therapeutic domains and disorders where musical interventions improve the outcome. As an example, familiar music has an exceptional ability to elicit memories, movements, motivation and positive emotions from adults affected by dementia.Considering that one of the most important problems in biomedicine is “understanding what is to be human” then “music should be an essential part of this pursuit” – of an understanding of the whole person. Despite evidence of significant effects of music on health and well-being - music is not well present in current re-humanization of medicine 

scholarly journals Exposure to mental load and psychosocial risks in kindergarten teachers

2019 ◽  
Vol 58 (3) ◽  
pp. 120-128
Author(s):  
Robert Čecho ◽  
Viera Švihrová ◽  
Dominika Čecho ◽  
Martin Novák ◽  
Henrieta Hudečková
Keyword(s):  
Occupational Stress ◽  
Work Performance ◽  
Time Pressure ◽  
Well Being ◽  
Kindergarten Teachers ◽  
Mental Load ◽  
Family Time ◽  
Psychosocial Risks ◽  
University Degree ◽  
Published Research

Abstract Introduction Published research studies in Central Europe have been mostly oriented toward occupational stress among schoolteachers. The aim of this study is to investigate the level of occupational stress in kindergarten teachers and to specify psychosocial risks associated with their work. Methods The study was conducted by using a Meister questionnaire and a Psychosocial risk questionnaire. The data collection was obtained from kindergarten teachers in 2017. The survey link with request was sent to participants via email. A total 287 questionnaires from 67 kindergarten schools were collected. Results 192 (66.9%) teachers perceived their work as mentally burdensome. Teachers who perceived their work as mentally non-burdening were more likely to report autonomy in their work (p=0.001), fair performance evaluation (p=0.010), sufficient family time (p=0.005), a health-protected workplace (p=0.000) and absence of violence and bullying (p=0.042). Teachers with a university degree perceiving work as mentally burdensome reported that their work was not adequately assessed (p=0.034). Teachers over 45 years of age with school practice of over 20 years reported injustice in evaluating work performance against younger colleagues (p=0.000). Conclusion Kindergarten teachers reported overloading, time pressure, and high responsibility, but considered their work interesting. However, changing the way teachers work in schools can reduce teacher resignation and improve teachers’ well-being.

Spiritual well-being and its effect on individual work performance An exploratory study of the opinions of a sample of employees working at Tikrit University /College of Business and Economics

2021 ◽  
Vol 11 (1) ◽  
pp. 29-49
Author(s):  
RAO Ahmed Ibrahim Hammadi ◽  
Tariq Aziz Kurdi ◽  
Thaer Jassim Muhammad
Keyword(s):  
Human Resource ◽  
Random Sample ◽  
Exploratory Study ◽  
Work Performance ◽  
Well Being ◽  
Individual Work ◽  
Spiritual Well Being ◽  
Statistical Program ◽  
College Of Business ◽  
The Individual

This research seeks to identify the spiritual well-being and its impact on the performance of individual work in the College of Business and Economics / Tikrit University, and to present a number of findings and recommendations that contribute to providing spiritual well-being in the College of Business and Economics and to stand on the level of individual work performance among its employees, and the researcher adopted the approach Analytical descriptive as well as the use of the statistical program (SPSS), where this research was applied to a random sample of (250) employees, and to achieve the objectives of the research, a questionnaire was developed using previous studies in order to measure the study variables, and the research reached a set of results, the most important of which are: Spiritual well-being plays a role Important in the success of the individual work performance of the employees working in the college in addition to the availability of spiritual well-being in an average manner in the intended research sample, as well as the need to adopt some spiritual welfare factors to raise the individual work performance of the employees in the study sample, and the research recommended a set of recommendations, the most important of which is the necessity of involving workers to raise spiritual well-being By promoting the principle of sharing goals for the benefit of the year, and the need for the overall higher management to commit to change, concern for the human resource The person with high spirits in order to educate the staff and the rest of the administrative levels of the faculty researched for this task.

scholarly journals Higher Education Teachers’ Subjective Well-being: An Achievement Goal Approach

2020 ◽  
Author(s):  
Raven Rinas ◽  
Markus Dresel ◽  
Martin Daumiller
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Positive Emotions ◽  
Education Institution ◽  
Well Being ◽  
Achievement Goal ◽  
Subjective Well Being ◽  
Theoretical Frameworks ◽  
Comprehensive Overview ◽  
Approach Goals

Research suggests that higher education teachers worldwide experience high levels of stress, burnout, and other adverse experiences due to the challenging nature of their work. To better understand why, under similar conditions, some teachers struggle while others flourish, studies are needed which recognize multiple facets of their subjective well-being (SWB) and explain differences therein using comprehensive theoretical frameworks. From an achievement goal perspective, goals can be expected to underlie differences in one’s emotions, cognitions, and behaviours in achievement contexts. However, this theoretical notion remains largely uninvestigated when it comes to understanding differences in higher education teachers’ SWB. Our research thereby offers a comprehensive overview of the associations between higher education teachers’ achievement goals and, acknowledging the multifaceted nature of SWB, their positive emotions, negative emotions, job satisfaction, and life satisfaction. For international and institutional generalizability, we conducted a study in which 1,338 teachers from three countries (Germany, the USA, and India) and two higher education institution types (research- and teaching-oriented institutions), completed measures of their achievement goals and multifaceted SWB. We found that, invariant across the different countries and higher education institutions, achievement goals were meaningfully and differentially associated with facets of SWB. Notably, mastery approach goals (task approach goals) were adaptively associated with all facets of SWB, while the opposite was found for work avoidance goals. Our findings highlight the relevance of achievement goals for understanding and supporting higher education teachers’ SWB, as well as the importance of employing differentiated and comprehensive perspectives in achievement goal and SWB research.

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