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Extant research has paid considerable attention to the effects of enterprise social media (ESM) on employees' work attitudes and outcomes, yet the authors know little about the influence of job demands arising from the implementation of ESM. Drawing on resource allocation theory, the purpose of this study is to unravel how ESM-related job demands influence employee outcomes.

This study conducts a two-wave time-lagged survey of 223 employees from 53 teams in 14 financial service firms in China to test the conceptual model.

The findings of this paper indicate that ESM-related job demands have indirect effects on employee outcomes (i.e. job satisfaction and work–family conflict), and emotional exhaustion plays an intermediary role in these relationships. Specifically, ESM-related job demands have a U-shaped effect on emotional exhaustion.

This study combines job demands with ESM research and clarifies the mechanism behind how ESM-related job demands at different intensity affect employee outcomes from a new perspective. Moreover, this study’s findings suggest several beneficial courses of action for managers to take advantage of ESM.

The extant research on emotional labor (EL) has focused on positive and negative outcomes observed in the workplace; however, many fundamental questions remain unanswered. The research has yet to consider what factors buffer the negative outcomes of EL. The purpose of this paper is to investigate the relationship between workload job demand and employee well-being with mediating effects of surface acting (SA) and moderating effects of emotional intelligence (EI) in service organizations.

The authors used two wave data from a sample of 207 emergency medical technicians to test the hypotheses.

By integrating SA, EI and employee well-being with the conservation of resource theory, the authors found evidence of an indirect effect of workload job demand on emotional exhaustion and job satisfaction via SA. The results of moderated mediation show that the negative relationship between SA and job satisfaction was low when EI was high and the positive relationship between SA and emotional exhaustion was low when EI was high.

A major limitation of the present study is that all the participants were male and drawn from a single profession within the same organization. Another limitation is that the data were collected through self-reports.

This research has important theoretical and practical implications for service organizations wishing to buffer the harmful effects of SA on employees. This study presents key theoretical implications for the EL and well-being literatures. An important practical implication is that EI is a good resource for managing SA’s negative outcomes.

The current study contributes to the extant research by showing that workload job demands have negative effects on employee well-being via SA resulting in reduced job satisfaction and increased emotional exhaustion. Further, the negative outcomes of SA on employee well-being can be buffered through EI by taking EI as an emotional resource. High level of EI helps employees to mitigate the harmful effects of SA.

Education depends on high-quality teachers who are committed to professional development and do not get burned out. The purpose of this paper was to investigate how job demands and resources can affect the health and cognitive development of teachers using the Demand-Induced Strain Compensation model.

A cross-sectional sample of 120 teachers in vocational education was used to investigate the proposed relationships and hypotheses with Ordinary Least Squares (OLS) regression method.

In terms of teacher health and development, significant main effects were found for several predictors. Autonomy was significantly and negatively related to emotional exhaustion. Autonomy, emotional supervisor and colleague support were significantly and positively related to teachers’ development. However, little support was found for matching hypotheses, suggesting that matching demands and resources do not offer more explanatory power for occupation outcomes than other types of interaction effects.

More powerful analyses techniques like structural equation modeling could be used in future research with a larger sample size. A second limitation is common method variance.

Schools in vocational education should provide sufficient job resources, such as autonomy and emotional support, but possibly also put a limit on teacher task variety.

Job demands and resources have until now mainly been related to negative outcomes such as poor health and ill-being, while the relationship with learning has also been hypothesized and is therefore meaningful to examine. In addition, it was investigated whether interaction effects of matching demands and resources, better explain these outcomes.

The purpose of this paper is to preliminary explain the possibly complicated moderating effects of job resources. The paper specifies the missing link between job demand and burnout by focusing on the coping strategy argument.

The paper preliminary supports the mediated moderation model of the missing link by a large sample cross‐sectional survey.

The two coping strategies as mediators for the relationship between emotional demands and exhaustion are supported. Strong supports for the moderation effect of emotional intelligence on the relationship between emotional demands and the two coping strategies are found. Some support for the moderation of supervisor support on the relationship between deep acting and exhaustion are found.

The paper contributes to the job demands‐control‐support and job demands‐resources models, as the proposed model helps to explain the inconsistent results for the buffering effect of job resources found in the literature. It also contributes to the literature of emotional intelligence, as it provides clear evidence of its importance in handling emotional demands.

Deep acting is important. An organization may take more efforts in training employees to equip them with it. Emotional intelligence is also a vital resource and so organizations may benefit if they engage in relevant selection and training practices.

Emotional intelligence, an individual ability, is empirically demonstrated to be an important type of job resources that can buffer the negative effect of job demands on employee well‐being.

Building on the premise that the CEO position is complex and challenging, and drawing on research on upper echelons, executive job demands and emotions, this study explores how chief executive officers' (CEOs’) perceptions of job-associated difficulty can influence negative emotional displays and subsequently hamper firm innovation. Additionally, the authors explore how CEOs with higher levels of emotional intelligence might mitigate the influence of job demands on negative emotional displays.

The authors conducted a two-stage survey with a sample of CEOs and top management team members from 120 small- and medium-sized firms operating in multiple industries in Colombia.

The authors found that CEOs' perceptions of job demands are positively associated with CEOs' displays of negative emotions, which in turn are negatively associated with firm innovation. The authors also find that two dimensions of emotional intelligence (self-appraisal and regulation) weaken the influence of CEO perceptions of job demands on CEO negative emotional displays.

The authors advance a novel perspective on the challenges of leading organizations by explaining the emotional implications of the CEO position, underscoring their repercussions for important organizational outcomes such as innovation and suggesting potential ways CEOs can handle the emotional consequences of their position.

To better understand employees’ preferred extent for working from home (WFH) setting that implies physical distance from clients and co-workers and enhanced physical proximity to others at home, this study, relying on job-demands resources (J-DR) theory, aims to investigate the relationships between this preference with both the perceived increase in emotional job demands and the exposure to childcare demands. Thus, this study aims to investigate the mediating role of perceived job difficulty in the relationship between emotional job demands and the preferred extent for WFH, and the moderating role of gender in the relationship between the number of children and the preferred extent for WFH.

A total of 239 employees who began WFH during the pandemic completed an online survey. Structural equation modelling was conducted to analyse the data and test the hypotheses.

As expected, an increase in emotional job demands had a significant negative indirect association with the preferred extent for WFH, through perceived increase in job difficulty. Furthermore, the number of children was negatively related to the preferred extent for WFH among male but not female employees.

The findings provide insights for promoting employees’ preferred extent for WFH.

The study points to a relationship between emotional job demands and employee attitudes towards WFH in terms of increased job difficulty and the preferred extent for WFH. It also points to the need to investigate the interaction between sex and number of children to understand employees’ preferred extent for WFH.

The purpose of this model is to explain how person – organization fit (P – O fit) and competitive intensity, conceptualized as a job resource and a job demand, respectively, ultimately affect the development of frontline employee boundary-spanning behavior (BSB).

A survey methodology was used in collecting data from a sample of bank employees in South Korea. To analyze the data, a structural equation model procedure using LISREL 8.5 was used (Jöreskog and Sörbom, 1996).

Results suggest that a frontline employee’s P – O fit decreases emotional exhaustion and increases achievement-striving motivation. Competitive intensity significantly reduces achievement-striving motivation. Results also show that competitive intensity significantly attenuates the positive relationship between P – O fit and employee achievement-striving motivation, highlighting the importance of contextual industry stressors upon internal organizational behaviors. Both emotional exhaustion and achievement-striving motivation are found to ultimately affect BSBs except for the link between emotional exhaustion and service delivery.

The current study applies the job-demands resources model to demonstrate how both an externally initiated job demand (competitive intensity) and an internally oriented job resource (person – organization fit) influence employee experience of emotional exhaustion and achievement-striving motivation. Interaction effects of P – O fit and competitive intensity on employee’s psychological states (emotional exhaustion and achievement-striving motivation) are also examined. Further, it is demonstrated that both emotional exhaustion and achievement-striving motivation will directly influence service employee boundary-spanning behaviors, but in differential manners. This highlights the importance of exhaustion and motivation as mediators for the ultimate effect of a job resource (P – O fit), answering a call for such understanding of the developmental process for BSBs (Podsakoff et al., 2000). This is the first empirical study to link both internal and external elements to illuminate the process for developing job demands and resources, as well as boundary spanning behaviors.

Based on the job demands-resources model, the present study proposes viewing abusive supervision as one type of job demand causing employees' emotional exhaustion, which results in psychological withdrawal behavior. In addition, job crafting can be viewed as a means to acquire job resources, and it buffers the influence of abusive supervision on employees' emotional exhaustion. Moreover, the present study also proposes the moderating effect of job crafting on abusive supervision and psychological withdrawal behavior will be mediated by emotional exhaustion.

Considering the issue of common method variance, data were not only collected in a multi-temporal research design but also tested by Harman's one-factor test. In addition, a series of confirmatory factor analyses was conducted to ensure the discriminant validity of measures. The moderated mediation hypotheses were tested on a sample of 267 participants.

The process model analysis showed that emotional exhaustion partially mediates the relationship between abusive supervision and psychological withdrawal behavior. Moreover, job crafting buffers the detrimental effect of abusive supervision on emotional exhaustion, and the less exhausted employees exhibit less psychological withdrawal behavior than those exhausted.

This study proposed a moderated mediation model to examine how and when abusive supervision leads to more employees' psychological withdrawal behaviors, and found that emotional exhaustion is one potential mechanism and job crafting is one potential moderator. Specifically, it was revealed that employees view abusive supervision as a kind of social and organizational aspect of job demands which will exacerbate emotional exhaustion, and, in turn, lead to more psychological withdrawal behavior. However, when employees view themselves as job crafter, they can adopt various job crafting behaviors to decrease the emotional exhaustion, and thus less psychological withdrawal behavior.

The purpose of this paper is to gain more insight into the well‐being, health and performance of young intermediate educated employees. First, employees with low education (9 years or less), intermediate education (10‐14 years of education), and high education (15 years or more) are compared on a number of factors related to well‐being, health, and performance at work. Second, determinants of well‐being, health and performance are examined for the intermediate educated group, based on the Job Demands‐Resources model.

Data from The Netherlands Working Conditions Survey 2007 are used: the largest working conditions survey in The Netherlands. ANOVAs with post hoc Bonferroni corrections and linear regression analyses are used for the analyses.

Young intermediate educated employees differ from high educated employees with regard to job demands, job resources and health. They report less demands, but these demands still have an effect on well‐being and performance. They also report less resources, while these resources are important predictors of their health and performance: both directly and indirectly via job satisfaction and emotional exhaustion.

Cross‐sectional data are used and the theoretical model is tested using regression analyses. In a follow‐up study, longitudinal data and structural equation modelling will be used.

The study adds to the limited knowledge on young employees with intermediate education and gives insight into the processes that are important for their well‐being, health, and performance. The study shows that this group deserves the attention of both researchers and professionals.

This study aims to examine the correlates of burnout among primary school teachers working with public schools in Chhattisgarh-India.

Data were collected from 713 teachers using a questionnaire survey. Using partial least square path modeling, this study tests the proposed measurement and structural model.

The study confirmed that general job demands and emotional job demands in a school environment significantly correlated with burnout, which, in turn, has increased somatic symptoms and decreased pro-social behavior among teachers. However, the association of burnout with absenteeism was insignificant. Emotional intelligence (EI) was found to buffer the adverse associations of general job demands and emotional job demands on burnout.

The findings of this study demonstrate that EI has buffering effects on high job demands that consequently reduce burnout. This will help educators and policymakers in shaping and formulating effective policies and practices to deal with burnout.

Earlier studies exploring burnout of primary school teachers, especially in the Indian context, had focused exclusively on demographic factors. This study is an early attempt to understand the impact of contextual factors on burnout thereby helping in designing appropriate interventions thereof. This study additionally rationalizes the unexplored association of burnout with pro-social behavior among educators.