Evidence map›Paper›PMID 31178784›Full record

ArticleFrontiers in psychology2019

When Does Work Interfere With Teachers' Private Life? An Application of the Job Demands-Resources Model.

Alessandro De Carlo, Damiano Girardi, Alessandra Falco, Laura Dal Corso, Annamaria Di Sipio

Open access · goldAbstract read
In one paragraph

Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed
17.5field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

16 citing papers in PubMed, 67 citations in OpenAlex.

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  9. Work from home today for a better tomorrow! How working from home influences work-family conflict and employees' start of the next workday.Stress and health : journal of the International Society for the Investigation of Stress · 2021
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  13. Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers.International journal of environmental research and public health · 2020
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors at 2 institutions in 1 country.

Alessandro De CarloGiustino Fortunato University, Benevento, Italy.
Damiano GirardiFISPPA Section of Applied Psychology, University of Padova, Padua, Italy.
Alessandra FalcoFISPPA Section of Applied Psychology, University of Padova, Padua, Italy.
Laura Dal CorsoFISPPA Section of Applied Psychology, University of Padova, Padua, Italy.
Annamaria Di SipioFISPPA Section of Applied Psychology, University of Padova, Padua, Italy.
University of Padua · ITGiustino Fortunato University · IT

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work-family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC.

Indexed as

moderationparticipationsupportteacherswork-family conflictworkload

Identifiers

PMID31178784
PMCPMC6537920
OpenAlexW2946673976

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.