Home office shift and sedentary behaviour in Germany during the COVID-19 pandemic: descriptives and related socioecological correlates.

COVID-19 working restrictions resulted in a location shift of white-collar workers into their home office (HO). Little is known about how the proportion of HO affects sitting and physical activity (PA) behaviour during working hours, and potential correlates are not well understood. A cross-sectional sample of currently working adults in HO (n = 575) completed questionnaires regarding HO proportion before and during the pandemic, work-related sitting and PA, and socioecological factors regarding HO sitting time. The reported HO proportion increased by 46.7 ± 40.6% during COVID-19 working restrictions. Workday sitting proportion correlates positively with HO proportion. The regression model identified gender, education level, working hours, working environment to stand during work, and transport and leisure PA as correlates of the workday sitting proportion in HO. This study provides findings that high HO proportions are related to higher work-related sitting times and adds insights into possible correlates of sitting time in HO.Practitioner summary: Working in the home office (HO) is a common characteristic of flexible work in white-collar workers. This study found that the workday sitting proportion correlates positively with HO proportion and identified correlates of the workday sitting in HO. Practitioners should consider the potential impacts of HO on work-related sedentary behaviour in future workplace health promotion.

Aberrant personality tendencies and academic success throughout engineering education.

OBJECTIVE: In a longitudinal field study, we investigated the predictive associations between six aberrant personality tendencies (schizotypal, avoidant, borderline, antisocial, narcissistic, obsessive-compulsive) and academic success of science, technology, engineering, and mathematics students. METHOD: Bachelor students of Industrial Engineering at a Dutch technical university (N = 432, Mage  = 18.45; 87.3% male) filled out the NEO-PI-R and aberrant tendencies were operationalized by the five-factor model (FFM) compound technique. Indicators of academic achievement (grades) and persistence (credit points earned per year, re-enrollment, study duration) were made available by the academic office. RESULTS: Validities across the 3 years of the study program consistently support the role of two aberrant tendencies: Individuals with high antisocial tendency reached lower academic achievement, took longer to finish their study, and had a higher risk of dropout. The obsessive-compulsive tendency was associated with higher grade-point average, faster study progress, and higher retention rates and effects were still visible while controlling for known predictors (high school grades, Conscientiousness). Contrary to our expectations, we found no evidence for inverted U-shaped relationships. CONCLUSIONS: We used the compound technique for aberrant tendencies based on the FFM in the academic context and our findings support the importance of personality-based psychopathological tendencies for academic success.

Who uses height-adjustable desks? - Sociodemographic, health-related, and psycho-social variables of regular users.

BACKGROUND: Sit-to-stand height-adjustable desks (HAD) may promote workplace standing, as long as workers use them on a regular basis. The aim of this study was to investigate (i) how common HAD in German desk-based workers are, and how frequently HADs are used, (ii) to identify sociodemographic, health-related, and psycho-social variables of workday sitting including having a HAD, and (iii) to analyse sociodemographic, health-related, and psycho-social variables of users and non-users of HADs. METHODS: A cross-sectional sample of 680 participants (51.9% men; 41.0 ± 13.1 years) in a desk-based occupation was interviewed by telephone about their occupational sitting and standing proportions, having and usage of a HAD, and answered questions concerning psycho-social variables of occupational sitting. The proportion of workday sitting was calculated for participants having an HAD (n = 108) and not-having an HAD (n = 573), as well as for regular users of HAD (n = 54), and irregular/non-users of HAD (n = 54). Linear regressions were conducted to calculate associations between socio-demographic, health-related, psychosocial variables and having/not having an HAD, and the proportion of workday sitting. Logistic regressions were executed to examine the association of mentioned variables and participants' usage of HADs. RESULTS: Sixteen percent report that they have an HAD, and 50% of these report regular use of HAD. Having an HAD is not a correlate of the proportion of workday sitting. Further analysis restricted to participants having available a HAD highlights that only the 'perceived advantages of sitting less' was significantly associated with HAD use in the fully adjusted model (OR 1.75 [1.09; 2.81], p < 0.05). CONCLUSIONS: The present findings indicate that accompanying behavioral action while providing an HAD is promising to increase the regular usage of HAD. Hence, future research needs to address the specificity of behavioral actions in order to enhance regular HAD use, and needs to give more fundamental insights into these associations.

THE EFFECT OF SELF-SET GRADE GOALS AND CORE SELF-EVALUATIONS ON ACADEMIC PERFORMANCE: A DIARY STUDY.

The aim of this diary study was to examine the effect of self-set grade goals and core self-evaluations on academic performance. Data were collected among 59 university students (M age = 18.4 yr., SD = 0.8) in a 2-wk. exam period on up to five exam days. Multilevel analyses revealed that the individual grade goals students set for their exams were positively related to the grades they obtained for these exams. However, the goal-performance relationship only applied to students scoring high on core self-evaluations. The results of this study contribute to the understanding of the effect of self-set grade goals and core self-evaluations on academic performance and imply important practical applications to enhance academic performance.

Investigating the effect of intelligent assistance systems on motivational work characteristics in assembly.

Intelligent assistance systems (IAS) are designed to counteract rising cognitive demands caused by increasingly individualized manufacturing processes in assembly. How IAS affect work characteristics which are crucial for promoting work motivation of employees is yet unclear. Based on the cyber-physical systems transformation framework, the model of routine-biased technological change, and a comprehensive model of work design, we expected in- and decreases in motivational work characteristics (MWC) when working with IAS. Furthermore, we posited a buffering effect of the option of voluntary use on decreasing knowledge characteristics. Applying an online case study with experimental vignette methodology (EVM) allowed us to identify effects of the IAS on MWC before it is widely implemented. 203 German and British blue-collar workers evaluated an assembly workplace according to three experimental conditions (work without IAS, work with IAS, work with voluntary use of IAS). We identified enhanced feedback from the job and information processing in work with IAS in contrast to a traditional assembly workplace but found no restrictions (or elevations) in terms of other task (i.e., autonomy) or knowledge characteristics (i.e., job complexity, problem solving, specialization, skill variety). Thus, our results indicate that the IAS improves some motivational work characteristics of the assembly workplace, although it misses the primary goal of cognitive relief. Our study highlights the need for work design theories that specify the effect of IAS on motivational work characteristics and the potential benefit of IAS in assembly of the future. Supplementary Information: The online version contains supplementary material available at 10.1007/s10845-023-02086-4.

Fostering Learning Goals at Work: The Interplay of Dispositional and Workplace Learning Goal Orientation and Supervisor Appraisal Behavior.

A workplace that emphasizes personal learning and task mastery fosters employee development and performance. However, it is yet unclear which specific factors support such a learning goal-oriented workplace. Based on research in the educational domain, we investigated the reciprocal effects of dispositional learning goal orientation, supervisor's appraisal behavior, and a learning goal-oriented workplace. In a study with a repeated measurement design (N = 144 employees), we did not find support for an effect of supervisor's appraisal behavior (operationalized by the perceived use of self-reference norms and constructive handling of errors by employees) on workplace learning goal orientation over time. However, we found that a dispositional learning goal orientation of employees supports a learning goal-oriented work environment. Furthermore, workplace learning goal orientation had a cross-lagged effect on dispositional learning goal orientation and supervisor's appraisal behavior. By comparing our results from work to findings from the educational context, our results convey important theoretical implications about the construct of workplace goal orientation and suggest practical applications to foster a learning goal-oriented workplace in terms of personnel development and performance management.

Do digital competencies and social support boost work engagement during the COVID-19 pandemic?

In today's world of work, the need for digital communication and collaboration competencies became even more prevalent during the ongoing COVID-19 pandemic. Yet, research and practice are lacking solid measurement instruments assessing digital communication and collaboration competencies of workers so far. Furthermore, it is yet unknown if digital communication and collaboration competencies and other so far known resources indeed act as drivers of work engagement during the pandemic. Based on the Job Demands-Resources (JD-R) model and the conservation of resources theory, we hypothesized that personal (digital communication and collaboration competencies) and job (social support) resources positively influence each other over time, also boosting work engagement. In a cross-lagged study design during the pandemic, we investigated our hypotheses in a sample of German workers (N = 231). Against our expectations, we did not find support for effects from personal or job resources on work engagement over time or effects of the resources influencing each other. Instead, we found high stabilities of digital communication and collaboration competencies and work engagement. Our results provide important insights into the motivational process of individuals working during a pandemic. The theoretical and practical implications for the JD-R model in times of crisis are discussed.

Achievement Goals and Goal Progress as Drivers of Work Engagement.

In two studies, we investigated the role of self-regulatory behavior in terms of achievement goals and goal progress for work engagement. Study 1 (N = 205) revealed that trait learning goals were positively related to work engagement and performance-approach and performance-avoidance goals were unrelated to work engagement. In a second study, employees were asked to either set a (state) learning, performance-approach, or performance-avoidance goal for the upcoming work week. Goal progress and work engagement were measured one week later (N = 106). Learning goals at the trait and state level were associated with higher work engagement and performance-avoidance goals were unrelated to work engagement. We found a positive relationship of goal progress with work engagement, in particular for employees who pursued learning or performance-approach goals. Our studies contribute to theory building by delineating the (combined) role of goal orientations (trait), state achievement goals, and goal progress for work engagement, as well as generating practical implications for the design of effective interventions to enhance work motivation in organizational practice.

Moving to an "Active" Biophilic Designed Office Workplace: A Pilot Study about the Effects on Sitting Time and Sitting Habits of Office-Based Workers.

Promising initial insights show that offices designed to permit physical activity (PA) may reduce workplace sitting time. Biophilic approaches are intended to introduce natural surroundings into the workplace, and preliminary data show positive effects on stress reduction and elevated productivity within the workplace. The primary aim of this pilot study was to analyze changes in workplace sitting time and self-reported habit strength concerning uninterrupted sitting and PA during work, when relocating from a traditional office setting to "active" biophilic-designed surroundings. The secondary aim was to assess possible changes in work-associated factors such as satisfaction with the office environment, work engagement, and work performance, among office staff. In a pre-post designed field study, we collected data through an online survey on health behavior at work. Twelve participants completed the survey before (one-month pre-relocation, T1) and twice after the office relocation (three months (T2) and seven months post-relocation (T3)). Standing time per day during office hours increased from T1 to T3 by about 40 min per day (p < 0.01). Other outcomes remained unaltered. The results suggest that changing office surroundings to an active-permissive biophilic design increased standing time during working hours. Future larger-scale controlled studies are warranted to investigate the influence of office design on sitting time and work-associated factors during working hours in depth.