ArticleFrontiers in psychology2020
Teachers' Personal and Collective Work-Identity Predicts Exhaustion and Work Motivation: Mediating Roles of Psychological Job Demands and Resources.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Employees' experiences of personal and collective work-identity in the context of an organizational change.Frontiers in psychology · 2025Article
- The influencing factors of nurses' job engagement in tertiary, A grade hospitals in East China: A cross-sectional study.Nursing open · 2024Article
- Staff perspectives on poor mental health in secondary school students: an increasing problem handled with insufficient resources.Frontiers in public health · 2024Article
- Social dimensions as resources in promoting academic well-being: the case study of the University of Foggia.Frontiers in psychology · 2024Article
- Emotion and cognition in personal and collective work-identity formation: variable- and person-oriented analyses.Heliyon · 2021Article
- INSPIRED but Tired: How Medical Faculty's Job Demands and Resources Lead to Engagement, Work-Life Conflict, and Burnout.Frontiers in psychology · 2021Article
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Authors and funding
4 authors.
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Abstract
The aim of this study was to investigate the mediating roles of teachers' psychological job demands and resources regarding personal and collective work-identity, respectively, and exhaustion and self-determined work motivation, respectively. A total of 2,905 members of a Swedish teacher's trade union received an online questionnaire by e-mail; 768 individuals answered the questionnaire and so participated in this study. The data were obtained by self-reported measures (e.g., emotional and cognitive components of work-identity, psychological job demands and resources, exhaustion and work motivation) and analyzed by mediation regression analyses. The results showed that teachers' psychological job
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