• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Work-induced changes in feelings of mastery

    Thumbnail
    View/Open
    63449_1.pdf (169.6Kb)
    Author(s)
    Bradley, Graham L
    Griffith University Author(s)
    Bradley, Graham L.
    Year published
    2010
    Metadata
    Show full item record
    Abstract
    Past theory and research indicate that conditions of work can have lasting effects on job incumbents. Karasek and Theorell (1990), for example, proposed that workers' feelings of mastery increase with levels of job demands and job control, and that these effects are mediated by the process of active learning. To test these propositions, 657 school teachers completed scales assessing job demands, control, active learning and mastery on two occasions, eight months apart. As hypothesized, job control predicted change in mastery, an effect that was mediated by active learning. Job demands had a weaker effect on change in ...
    View more >
    Past theory and research indicate that conditions of work can have lasting effects on job incumbents. Karasek and Theorell (1990), for example, proposed that workers' feelings of mastery increase with levels of job demands and job control, and that these effects are mediated by the process of active learning. To test these propositions, 657 school teachers completed scales assessing job demands, control, active learning and mastery on two occasions, eight months apart. As hypothesized, job control predicted change in mastery, an effect that was mediated by active learning. Job demands had a weaker effect on change in mastery. The demands-mastery relationship was moderated by job control, such that under conditions of high but not low control, increasing job demands were associated with gains in mastery. The findings partially support Karasek and Theorell's predictions regarding the main, interactive and mediated effects of job conditions on employee mastery.
    View less >
    Journal Title
    The Journal of Psychology
    Volume
    144
    Issue
    2
    Publisher URI
    http://www.heldref.org/pubs/jrl/manuscripts.html
    DOI
    https://doi.org/10.1080/00223980903472128
    Copyright Statement
    © 2010 Heldref Publications. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
    Subject
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/31108
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E
    • TEQSA: PRV12076

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander