مقاله انگلیسی رایگان در مورد نقش وابسته عواقب سلامت مشارکت ( الزویر )

مقاله سال 2016

1.1. Depleting and enriching role participation The conflict approach (Greenhaus & Beutell, 1985) and enrichment approach (Greenhaus & Powell, 2006) explain when role participation might deplete energy or might increase energy levels (Greenhaus & Powell, 2006). These two models have been recently integrated in the Work-Home Resources (W-HR) model (Ten Brummelhuis & Bakker, 2012). The W-HR model assumes that participation in a role can have advantages and disadvantages, because a role involves possible demands (e.g., task overload), while also entailing possible contextual resources (e.g., social support from the spouse). Therefore, participation in a role can induce a depleting as well as an enriching process. Depletion is described as a process whereby demands in a role drain personal resources such as physical energy and time, thereby limiting the personal resources that are left for optimal performance in the other role. An example is an employee who worries about family matters (Peeters, Montgomery, Bakker, & Schaufeli, 2005). Worries and ruminative thoughts consume emotional and cognitive energy, making it more difficult to focus on work (Nohe, Michel, & Sonntag, 2014). Another example is a complex task at work that requires so much cognitive energy and resilience that the employee may have too little energy left to participate actively in family activities after work (Ilies et al., 2007). These examples show that participation in a role, either work or family, can deplete employees’ energy levels. We apply the insights on the depletion process as described by the W-HR model to daily role participation. Note that we focus on the first step of the W-HR model whereby domain characteristics affect personal resources. The second step would be to apply those personal resources in the other domain. Based on the depletion process described by this model, we assume that daily time spent on work and family roles costs personal resources. We focus specifically on depleted energy, indicated by increased feelings of emotional exhaustion, as this volatile personal resource is assumed to fluctuate from day to day (Ten Brummelhuis & Bakker, 2012).

Enrichment, on the other hand, refers to the process whereby participation in a role is an opportunity to gain personal resources, such as skills, perspectives, and advice, which employees can use to improve performance in the other role (Greenhaus & Powell, 2006; Ten Brummelhuis & Bakker, 2012). For instance, spending a relaxing day with family members may give the employee personal resources such as fulfillment and gratefulness (Greenhaus & Powell, 2006; Ruderman, Ohlott, Panzer, & King, 2002).When employees apply those positive feelings from their family life to their work this may help them to be more collegial to others at work or have more energy to engage in work tasks (Rothbard, 2001). Consistent with the first step of the enrichment process as described by the W-HR model, we assume that employees can derive energy (e.g., vigor, enthusiasm) from daily participation in work and family roles.

1.2. Self-discrepancy theory If spending time on a role can cause exhaustion (depletion process) but also engagement (enrichment process), how then, do we know which of these processes is most likely to occur? Self-discrepancy theory (Higgins, 1987) provides a useful lens to help answer this question. According to self-discrepancy theory, individuals compare their actual attributes and behavior (the actual self), to images of their ideal selves. The ideal self refers to the representation of the attributes that someone would ideally possess. It reflects someone’s hopes, aspirations, and wishes for the person the individual wants to be (Abelson, 1983). Discrepancies between the actual self and the ideal self-cause various negative emotions. The individual assumes that positive outcomes would result from acting in accord with the ideal self, and regrets the loss of those outcomes when actual behavior deviates from the ideal. By failing to meet the standards of the ideal self, the individual fails to obtain his or her hopes and desires. As a result, the individual experiences various negative psychological states, such as disappointment, dissatisfaction, de-motivation, and frustration (Carver & Ganellen, 1983).