The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout.

Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students' personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. Furthermore, we predicted that personal resources indirectly associate with study engagement via students' perceived study resources one year later. These hypotheses were tested in a sample of Dutch master students (N = 220 at T1 and T2) using structural equation modelling. As hypothesized, personal demands and personal resources at T1 predicted study demands and study resources one year later (T2, ß = .25-.42, p <. 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (ß = .08, p = .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (ß = .08, p = .014). Hence, personal demands and personal resources relate indirectly to students' burnout and engagement one year later via a heightened level of specific study demands and study resources. Accordingly, the present research expands the propositions of the JD-R Theory by proposing personal demands as a relevant factor for students' long-term well-being.

The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout

Using a 1-year longitudinal design, we examined the role of personal demands and personal resources in long-term health impairment and motivational processes among master students. Based on the job demands-resources theory and transactional model of stress, we hypothesized that students’ personal demands (i.e., irrational performance demands, awfulizing and irrational need for control) predict perceived study demands one year later, and indirectly relate to burnout. Furthermore, we predicted that personal resources indirectly associate with study engagement via students’ perceived study resources one year later. These hypotheses were tested in a sample of Dutch master students (N = 220 at T1 and T2) using structural equation modelling. As hypothesized, personal demands and personal resources at T1 predicted study demands and study resources one year later (T2, β = .25–.42, p <. 05), respectively. Study-home interference [study demand] mediated the association between personal demands and burnout (β = .08, p = .029), whereas opportunities for development [study resource] mediated the association between personal resources and study engagement (β = .08, p = .014). Hence, personal demands and personal resources relate indirectly to students’ burnout and engagement one year later via a heightened level of specific study demands and study resources. Accordingly, the present research expands the propositions of the JD-R Theory by proposing personal demands as a relevant factor for students’ long-term well-being. (AU)

Burnout, Social Comparison Orientation and the Responses to Social Comparison among Teachers in The Netherlands.

(1) Background: Teaching is a profession in which burnout constitutes a prevalent issue and provides ample opportunity to compare oneself with one's colleagues, i.e., social comparison. The purpose of this research in the Netherlands was to examine responses to social comparison, in relation to burnout, and to individual differences in social comparison orientation (SCO). (2) Methods: Study 1 employed a retrospective measure to assess responses to social comparison. In Study 2, teachers were confronted with a scenario describing either a well or a poorly functioning colleague. (3) Results: Burnout was associated with more negative responses to well and to poorly functioning colleagues, with a less positive response to well-functioning colleagues. This last effect was fully due to the degree to which one identified or contrasted oneself with this colleague. Especially among high-SCO individuals, identification with a well-functioning colleague was accompanied by a positive affect. High-burnout individuals reported more identification with poorly functioning colleagues, and more contrast and less identification with well-functioning colleagues. Responses to well-functioning colleagues were more strongly related to burnout among those high in SCO. (4) Conclusions: An especially negative affect after comparison with well-functioning colleagues is typical for individuals high in burnout, particularly among individuals with a dispositional tendency to compare themselves with others.

Exploring the Role of Personal Demands in the Health-Impairment Process of the Job Demands-Resources Model: A Study among Master Students.

Research shows that students experience substantial levels of burnout during their studies. This study explores the role of personal demands on students' well-being. After providing a conceptualization of personal demands, we examined the role of personal demands in the Job Demands-Resources (JD-R) model. Based on the Transactional Model of Stress, we hypothesized that students with high personal demands experience more burnout symptoms because they perceive more elements in their study as demanding (i.e., mediation hypothesis). At the same time, we hypothesized that the associations between study demands and burnout might be stronger for students with high versus low personal demands (i.e., moderation hypothesis). In order to test both hypotheses, we collected data from 578 master students. The data were analyzed with latent moderation and mediation analyses in Mplus. The results showed that students' personal demands predicted burnout symptoms via the perception of study demands. Personal demands did not moderate the relationship between study demands and burnout. The findings of the present study expand the JD-R model by indicating that personal demands relate to burnout symptoms via the perception of study demands. Theoretical and practical implications are discussed.

Predicting the Effectiveness of Work-Focused CBT for Common Mental Disorders: The Influence of Baseline Self-Efficacy, Depression and Anxiety.

Purpose This study examined who benefits most from a cognitive behavioural therapy (CBT)-based intervention that aims to enhance return to work (RTW) among employees who are absent due to common mental disorders (CMDs) (e.g., depression, anxiety, or adjustment disorder). We researched the influence of baseline work-related self-efficacy and mental health (depressive complaints and anxiety) on treatment outcomes of two psychotherapeutic interventions. Methods Using a quasi-experimental design, 12-month follow-up data of 168 employees were collected. Participants either received work-focused cognitive behavioural therapy (W-CBT) that integrated work aspects early into the treatment (n = 89) or regular cognitive behavioural therapy (R-CBT) without a focus on work (n = 79). Results Compared with R-CBT, W-CBT resulted in a faster partial RTW, irrespective of baseline self-efficacy. Among individuals with high self-efficacy, W-CBT also resulted in faster full RTW. The effectiveness of W-CBT on RTW did not depend on baseline depressive complaints or anxiety. The decline of mental health complaints did not differ between the two interventions, nor depended on baseline self-efficacy or mental health. Conclusions Considering the benefits of W-CBT for partial RTW, we recommend this intervention as a preferred method for employees with CMDs, irrespective of baseline self-efficacy, depression and anxiety. For individuals with high baseline self-efficacy, this intervention also results in higher full RTW. For those with low self-efficacy, extra exercises or components may be needed to promote full RTW.

Predictive value of work-related self-efficacy change on RTW for employees with common mental disorders.

To improve interventions that aim to promote return to work (RTW) of workers with common mental disorders (CMD), insight into modifiable predictors of RTW is needed. This study tested the predictive value of self-efficacy change for RTW in addition to preintervention levels of self-efficacy. RTW self-efficacy was measured 5 times within 9 months among 168 clients of a mental healthcare organisation who were on sick leave due to CMD. Self-efficacy parameters were modelled with multilevel analyses and added as predictors into a Cox regression analysis. Results showed that both high baseline self-efficacy and self-efficacy increase until full RTW were predictive of a shorter duration until full RTW. Both self-efficacy parameters remained significant predictors of RTW when controlled for several relevant covariates and within subgroups of employees with either high or low preintervention self-efficacy levels. This is the first study that demonstrated the prognostic value of self-efficacy change, over and above the influence of psychological symptoms, for RTW among employees with CMD. By showing that RTW self-efficacy increase predicted a shorter duration until full RTW, this study points to the relevance of enhancing RTW self-efficacy in occupational or mental health interventions for employees with CMD. Efforts to improve self-efficacy appear valuable both for people with relatively low and high baseline self-efficacy.

Work-focused treatment of common mental disorders and return to work: a comparative outcome study.

The aim of this study was to compare the effectiveness of two individual-level psychotherapy interventions: (a) treatment as usual consisting of cognitive-behavioral therapy (CBT) and (b) work-focused CBT (W-CBT) that integrated work aspects early into the treatment. Both interventions were carried out by psychotherapists with employees on sick leave because of common mental disorders (depression, anxiety, or adjustment disorder). In a quasi-experimental design, 12-month follow-up data of 168 employees were collected. The CBT group consisted of 79 clients, the W-CBT group of 89. Outcome measures were duration until return to work (RTW), mental health problems, and costs to the employer. We found significant effects on duration until RTW in favor of the W-CBT group: full RTW occurred 65 days earlier. Partial RTW occurred 12 days earlier. A significant decrease in mental health problems was equally present in both conditions. The average financial advantage for the employer of an employee in the W-CBT group was estimated at $5,275 U.S. dollars compared with the CBT group. These results show that through focusing more and earlier on work-related aspects and RTW, functional recovery in work can be substantially speeded up within a regular psychotherapeutic setting. This result was achieved without negative side effects on psychological complaints over the course of 1 year. Integrating work-related aspects into CBT is, therefore, a fruitful approach with benefits for employees and employers alike.

The effectiveness of the JOBS program among the long-term unemployed: a randomized experiment in the Netherlands.

Given the adverse effects of long-term unemployment, it is of major concern that evidence-based interventions are available for the long-term unemployed. Therefore, we examined the effectiveness of the JOBS program, a group training for the unemployed [Caplan, R. D., Vinokur, A. D., Price, R. H. and Van Ryn, M. (1989). Journal of Applied Psychology, 74, 759-769], among long-term unemployed individuals. In a randomly controlled trial, JOBS was compared with a control condition and a voucher intervention, in which individuals were given the opportunity to spend a certain budget on services that could help them reintegrate. After 6 months JOBS participants had more often found a job and were more satisfied with the intervention. After 12 months effects were still visible, but less pronounced.

Depressed and absent from work: predicting prolonged depressive symptomatology among employees.

BACKGROUND: The World Health Organization considers depression a major health problem and a leading cause of disability. AIM: To identify factors which may help to reduce depressive symptoms in a sample of employees sick listed due to mental health problems. METHODS: Longitudinal cohort study of employees sick listed for 12-20 weeks due to mental health problems. Individuals were followed for 1 year. After a screening questionnaire, we conducted standardized interviews by telephone, assessing individuals' mental health, work characteristics and actions by employers. RESULTS: A total of 555 employees commenced the study and 436 participated in the second interview. Response rates were 42% for the screening questionnaire, 93% for the first interview and 79% for the second interview. Individuals with low education and sole breadwinners showed a less favourable course of depressive symptoms. Work resumption (partial and full) and changing the employee's tasks (action by employer) promoted a more favourable course of depressive symptoms. CONCLUSION: The findings point to the importance of work resumption and a change in work tasks in order to promote recovery. Using these insights, management of employees suffering from depressive complaints may be improved.

People's responses to upward and downward social comparisons: the role of the individual's effort-performance expectancy.

The aim of this research among practicing teachers was to demonstrate that the individual's effort-performance (E-P) expectancy can explain different responses to upward and downward social comparison information in terms of positive affect and the intent to work harder. The results of both Experiment 1 (N=100) and Experiment 2 (N=162) show that exposure to a superior colleague generated more positive affect among teachers than exposure to an inferior other, particularly at high levels of E-P expectancy. Perhaps more importantly, explaining target's superior performance in terms of high effort and inferior performance in terms of low effort enhanced participants' intentions to work harder at their own jobs.