title: Work-family conflict and enrichment: Direct and indirect effects towards mental health outcomes

authors: Lewis, Johanna Brooke

subjects: work-family

abstract: There have been calls in the work-family literature for greater attention to moderation effects. Further, the established work-family conflict approach has expanded to include work-family enrichment. Consequently, the present study explores the interaction effects between work and family conflict and enrichment towards mental health outcomes which are explored throughout three different studies. 
Study one uses a sample of 314 random New Zealand employees across a diverse range of industries and sectors to explore the work-family interface towards outcomes of emotional exhaustion, depression, cynicism and anxiety. Study two uses a sample of 146 random New Zealand business owners and entrepreneurs to explore the work-family interface towards the well-being of entrepreneurs, and specifically mental health outcomes of anxiety, emotional exhaustion and stress are investigated. Study three uses a sample of 266 New Zealand dual-earning couples to explore the work-family interface as predictors of job burnout. Specifically two dimensions of job burnout are investigated - emotional exhaustion and cynicism. Furthermore, the study explores the cross-over effect where males and females conflict and enrichment crosses over to the other's job burnout.
Using these samples we find strong support for work-family and family-work conflict positively influencing mental health, and work-family and family-work enrichment negatively influencing mental health outcomes. In addition, a number of consistent interaction effects were found especially between family-work conflict and family-work enrichment. Overall, enrichment was found to consistently buffer some dimension of work-family conflict, indicating that employees who are enriched may be able to alleviate the negative influences of their work and family roles. The implications for research and organizations are discussed, as well as future directions for the work-family field.

text: Work-family conflict and enrichment: Direct and indirect effects towards mental health outcomes There have been calls in the work-family literature for greater attention to moderation effects. Further, the established work-family conflict approach has expanded to include work-family enrichment. Consequently, the present study explores the interaction effects between work and family conflict and enrichment towards mental health outcomes which are explored throughout three different studies. 
Study one uses a sample of 314 random New Zealand employees across a diverse range of industries and sectors to explore the work-family interface towards outcomes of emotional exhaustion, depression, cynicism and anxiety. Study two uses a sample of 146 random New Zealand business owners and entrepreneurs to explore the work-family interface towards the well-being of entrepreneurs, and specifically mental health outcomes of anxiety, emotional exhaustion and stress are investigated. Study three uses a sample of 266 New Zealand dual-earning couples to explore the work-family interface as predictors of job burnout. Specifically two dimensions of job burnout are investigated - emotional exhaustion and cynicism. Furthermore, the study explores the cross-over effect where males and females conflict and enrichment crosses over to the other's job burnout.
Using these samples we find strong support for work-family and family-work conflict positively influencing mental health, and work-family and family-work enrichment negatively influencing mental health outcomes. In addition, a number of consistent interaction effects were found especially between family-work conflict and family-work enrichment. Overall, enrichment was found to consistently buffer some dimension of work-family conflict, indicating that employees who are enriched may be able to alleviate the negative influences of their work and family roles. The implications for research and organizations are discussed, as well as future directions for the work-family field.

year: 2010

title: Influences of respondent conditioning with packaging labels on preference for soft drink

authors: Neill-Woodd, Mikaela Alexandra

subjects: Behaviour Analysis

abstract: In this study a respondent conditioning procedure was used to pair three arbitrary symbols indirectly with emotive words. Stimuli consisted of words (A), consonant-vowel-consonant nonsense syllables (B) and symbols (C) and were paired B-A and B-C. Participants were then presented with soft drink samples. A pre-tasting preference assessment was conducted in which the participants were asked which drink they would like to taste first, followed by a tasting and taste-test preference assessment. It was hypothesized that the respondent procedure would facilitate the transfer of function and the participants would prefer the positively labelled drink. A matching-to-sample one-to-many technique was used to test for stimulus equivalence (A-C). Twenty-two participants aged between 19 and 59 took part. Results showed that 13/22 participants met the 65% criterion for equivalence with 17/22 preferring to taste the positively labelled drink first. The results of the taste-test showed no significant effect between the three drink labels for the group results. A preference for the positively labelled drink over the neutral and negatively labelled drink was found among those who demonstrated equivalence and for the group results. Participants preferred the positively labelled drinks, followed by the neutral and negatively labelled drinks. Preference for the positive words was also indicated with 18/22 participants preferring the positive word, three preferring the neutral and one preferring the negative word. The current findings are consistent with previous research that suggests a stimulus pairing procedure is suitable for conditioning preference.

text: Influences of respondent conditioning with packaging labels on preference for soft drink In this study a respondent conditioning procedure was used to pair three arbitrary symbols indirectly with emotive words. Stimuli consisted of words (A), consonant-vowel-consonant nonsense syllables (B) and symbols (C) and were paired B-A and B-C. Participants were then presented with soft drink samples. A pre-tasting preference assessment was conducted in which the participants were asked which drink they would like to taste first, followed by a tasting and taste-test preference assessment. It was hypothesized that the respondent procedure would facilitate the transfer of function and the participants would prefer the positively labelled drink. A matching-to-sample one-to-many technique was used to test for stimulus equivalence (A-C). Twenty-two participants aged between 19 and 59 took part. Results showed that 13/22 participants met the 65% criterion for equivalence with 17/22 preferring to taste the positively labelled drink first. The results of the taste-test showed no significant effect between the three drink labels for the group results. A preference for the positively labelled drink over the neutral and negatively labelled drink was found among those who demonstrated equivalence and for the group results. Participants preferred the positively labelled drinks, followed by the neutral and negatively labelled drinks. Preference for the positive words was also indicated with 18/22 participants preferring the positive word, three preferring the neutral and one preferring the negative word. The current findings are consistent with previous research that suggests a stimulus pairing procedure is suitable for conditioning preference.

year: 2018

title: A translation of Moodle into Te Reo Māori

authors: Manuirirangi, Hōri

abstract: This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

text: A translation of Moodle into Te Reo Māori This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

year: 2017