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Work-induced changes in feelings of mastery
1School of Psychology, Griffith University, PMB 50 Gold Coast Mail Centre, Queensland 9726, Australia. g.bradley@griffith.edu.au
Job control enhances employee mastery through active learning, while job demands have a weaker effect. High job control can amplify the positive impact of demands on mastery.
Area of Science:
- Occupational Health Psychology
- Organizational Behavior
Background:
- Workplace conditions significantly impact employees.
- Karasek and Theorell's (1990) model suggests job demands and control influence mastery via active learning.
Purpose of the Study:
- To test the propositions of Karasek and Theorell's (1990) model.
- To examine the mediating role of active learning in the relationship between job conditions and mastery.
- To investigate the interactive effects of job demands and control on mastery.
Main Methods:
- Longitudinal study with 657 school teachers.
- Data collected on two occasions, 8 months apart.
- Validated scales used to assess job demands, control, active learning, and mastery.
Main Results:
- Job control significantly predicted changes in mastery.
- Active learning mediated the effect of job control on mastery.
- Job demands had a less pronounced effect on mastery.
- Job control moderated the demands-mastery relationship, enhancing gains under high control.
Conclusions:
- Findings partially support Karasek and Theorell's (1990) model.
- Job control is a key factor in fostering employee mastery.
- Active learning plays a crucial mediating role in this process.
- The interplay between job demands and control is vital for understanding mastery development.
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