02 SES 06 A, How Teachers and Work Shape Learning
Karasek’s job demand-control model (JDC-model), which is a leading work stress model in occupational health psychology, assumes that a work environment can be characterized by a combination of the demands of the job and the amount of control employees have to cope with these demands (Karasek, 1979; Karasek & Theorell, 1990; Taris & Feij, 2004). While a vast body of research has focused on the effect of job demands and job control on strain and health, only few studies have considered also their implications for job-related learning (De Witte, Verhofstadt & Omey, 2007). The learning hypothesis of the JDC model states that learning will be enhanced, if jobs include high job demands (e.g., high time pressure) and job control (e.g., possibilities to take autonomous decisions in the job). The highest learning possibilities will occur when high job demands are matched by high job control, because both foster the acquisition of new skills and behaviour patterns as well as effective problem solving. In contrast, the strain hypothesis states that strain will be highest in work situations, where high job demands are combined with low job control, because an individual cannot react optimally to situational demands.
How people perceive and cope with job demands is not only related to work characteristics like job control, but also to individual dispositions, such as their core self-evaluations (CSE). CSE are fundamental premises that individuals hold about themselves and their self-worth (Judge, Locke, & Durham, 1997). Positive CSE include four dispositional traits: high self-esteem, high generalized self-efficacy, internal locus of control, and high emotional stability (Judge, Erez, Bono, & Thoresen, 2002; Kammeyer-Mueller, Judge, & Scott, 2009). Research has shown that CSE is a significant predictor for job and life satisfaction, lower perceived stress levels, and higher levels of life balance. Hence individuals with low CSE might perceive jobs with high job demands as stressful, while those with high CSE don’t.
In the present contribution we test the core hypotheses of Karasek’s JDC-model on learners in dual VET programs and include CSE as individual resource affecting learning and strain. To our knowledge, the JDC-model has not been tested for VET learners so far. As the development of professional competencies through work place learning is the main goal of dual VET and because apprentices are not yet influenced by other job experience, we expect that the model is especially suited to explain learning outcomes in VET.
Following the learning hypothesis we assume that high job demands (H1a) and high job control (H1b) at the workplace are associated with high possibilities for job-related learning. The highest learning possibilities will occur when high job demands are combined with high job control (H1c).
Following the strain hypothesis we assume that high job demands (H2a) and low job control (H2b) are associated with high strain. Highest levels of strain will be experienced when high job demands are combined with low job control (H2c).
Further we assume in line with previous research on core-self evaluations that high levels of CSE increase learning (H3a) and reduce strain (H3b). Highest levels of learning will occur if learners with high CSE work in jobs with high demands and high control (H3c), while highest levels of strain might occur for learners with low CSE in jobs with high demands and low control (H3d).
De Witte, H., Verhofstadt, E., Omey, E., (2007). Testing Karasek’s learning and strain hypotheses on young workers in their first job. Work & Stress, 21, 131-141. Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? Journal of Personality and Social Psychology, 83, 693-710. Judge, T. A., & Ilies, R. (2004). Affect and job satisfaction: a study of their relationship at work and at home. Journal of Applied Psychology, 89, 661-673. Judge, T. A., Locke, E. A., & Durham, C. C. (1997). The Dispositional Causes of Job Satisfaction: A Core Evaluations Approach. Research in organizational behavior, 19(1), 151-189. Kammeyer-Mueller, J. D., Judge, T. A., & Scott, B. A. (2009). The role of core self-evaluations in the coping process. Journal of Applied Psychology, 94, 177-195. Karasek, R. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24, 285-308. Karasek, R. A., & Theorell, T. (1990). Healthy work: Stress, productivity, and the reconstruction of working life. New York: Basic Books. Stalder, B. E. (2003). Schule, Arbeit, Ausbildungszufriedenheit. In BFS & TREE (Eds.), Wege in die nachobligatorische Ausbildung. Die ersten zwei Jahre nach Austritt aus der obligatorischen Schule. Zwischenergebnisse des Jugendlängsschnitts TREE (pp. 59–79). Neuchâtel, Switzerland: Federal Bureau for Statistics. Stalder, B. E., Meyer, T., & Hupka-Brunner, S. (2011). TREE Project documentation. In M. M. Bergman, S. Hupka-Brunner, A. Keller, T. Meyer & B. E. Stalder (Eds.), Youth transitions in Switzerland: Results from the TREE panel study (pp. 66-87). Zürich: Seismo. Taris, T., & Feij, J. (2004). Learning and Strain Among Newcomers: A Three-Wave Study on the Effects of Job Demands and Job Control. The Journal of Psychology, 138(6), 543-563.
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.