title: Workaholism and Employee Well-Being

authors: Horton, Tanya Elizabeth

subjects: Workaholism

abstract: The term workaholism, patterned after the word alcoholism, first appeared in a book by Oates (1971) in which he described workaholism as a compulsive or uncontrollable need to work incessantly, resulting in negative consequences. Research has yielded mixed results in relation to the impact workaholism can have on people’s lives. Some authors view workaholism in positive terms (Machlowitz, 1980), while others view it in negative terms (Robinson, 1998). This study focused on the relationship between workaholism and health and well-being. An online, self report questionnaire, which included the Workaholism Battery (Spence & Robbins, 1992), was completed by 136 employees throughout New Zealand. Additional measures included work→family conflict, family→work conflict, family satisfaction, anxiety/depression, social dysfunction, positive psychological well-being, negative psychological well-being and physical health symptoms. Participants were classified into one of six groups, consisting of the enthusiastic workaholics, unenthusiastic workaholics, unengaged workers, disenchanted workers, work enthusiasts and relaxed workers. The unenthusiastic workaholics and the enthusiastic workaholics made up the “workaholic” group, and the unengaged workers, disenchanted workers, work enthusiasts and relaxed workers made up the “non-workaholic” group. The main finding of this study was that there were few differences between workaholics and non-workaholics in relation to family→work conflict, family satisfaction, positive psychological well-being, negative psychological well-being, anxiety/depression, social dysfunction and physical health symptoms. The only difference between the workaholics and non-workaholics was that enthusiastic workaholics reported significantly higher levels of work→family conflict compared to relaxed workers. Another important finding of this study was that different types of workaholics reported significantly different levels of psychological well-being. Unenthusiastic workaholics reported significantly lower levels of positive psychological well-being, and significantly higher levels of negative psychological well-being compared to the enthusiastic workaholics. These results suggest that, with the exception of the comparatively low levels of psychological well-being the unenthusiastic workaholics reported in relation to the enthusiastic workaholics, workaholism may not be as harmful as previously thought. They also provide support for the continued differentiation of multiple types of workaholics, as the unenthusiastic workaholics and the enthusiastic workaholics differed significantly on their reported levels of psychological well-being. Having an excessive drive to work was significantly associated with poor health and well-being, whereas enjoyment of work was associated significantly with high positive levels of health and well-being. Work involvement was much more inconsistently related to health and well-being. On this basis, it may be inferred that excessive drive to work may be the harmful element in workaholism as it produces negative health and lifestyle outcomes, while enjoyment may be a productive factor. Finally, a number of significant relationships were found between the health and well-being variables, suggesting that an individual’s physical, mental and emotional health might be related to one another. The present data suggests that differentiation between different types of workaholics is important. The present data also challenges the negative stereotype of workaholism, and emphasises the importance of developing strategies to better manage workaholism within the workplace.

text: Workaholism and Employee Well-Being The term workaholism, patterned after the word alcoholism, first appeared in a book by Oates (1971) in which he described workaholism as a compulsive or uncontrollable need to work incessantly, resulting in negative consequences. Research has yielded mixed results in relation to the impact workaholism can have on people’s lives. Some authors view workaholism in positive terms (Machlowitz, 1980), while others view it in negative terms (Robinson, 1998). This study focused on the relationship between workaholism and health and well-being. An online, self report questionnaire, which included the Workaholism Battery (Spence & Robbins, 1992), was completed by 136 employees throughout New Zealand. Additional measures included work→family conflict, family→work conflict, family satisfaction, anxiety/depression, social dysfunction, positive psychological well-being, negative psychological well-being and physical health symptoms. Participants were classified into one of six groups, consisting of the enthusiastic workaholics, unenthusiastic workaholics, unengaged workers, disenchanted workers, work enthusiasts and relaxed workers. The unenthusiastic workaholics and the enthusiastic workaholics made up the “workaholic” group, and the unengaged workers, disenchanted workers, work enthusiasts and relaxed workers made up the “non-workaholic” group. The main finding of this study was that there were few differences between workaholics and non-workaholics in relation to family→work conflict, family satisfaction, positive psychological well-being, negative psychological well-being, anxiety/depression, social dysfunction and physical health symptoms. The only difference between the workaholics and non-workaholics was that enthusiastic workaholics reported significantly higher levels of work→family conflict compared to relaxed workers. Another important finding of this study was that different types of workaholics reported significantly different levels of psychological well-being. Unenthusiastic workaholics reported significantly lower levels of positive psychological well-being, and significantly higher levels of negative psychological well-being compared to the enthusiastic workaholics. These results suggest that, with the exception of the comparatively low levels of psychological well-being the unenthusiastic workaholics reported in relation to the enthusiastic workaholics, workaholism may not be as harmful as previously thought. They also provide support for the continued differentiation of multiple types of workaholics, as the unenthusiastic workaholics and the enthusiastic workaholics differed significantly on their reported levels of psychological well-being. Having an excessive drive to work was significantly associated with poor health and well-being, whereas enjoyment of work was associated significantly with high positive levels of health and well-being. Work involvement was much more inconsistently related to health and well-being. On this basis, it may be inferred that excessive drive to work may be the harmful element in workaholism as it produces negative health and lifestyle outcomes, while enjoyment may be a productive factor. Finally, a number of significant relationships were found between the health and well-being variables, suggesting that an individual’s physical, mental and emotional health might be related to one another. The present data suggests that differentiation between different types of workaholics is important. The present data also challenges the negative stereotype of workaholism, and emphasises the importance of developing strategies to better manage workaholism within the workplace.

year: 2011

title: An Exploration of Senior High School Student Learning in Biology in Taiwan

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated.

The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents.

An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

text: An Exploration of Senior High School Student Learning in Biology in Taiwan This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated.

The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents.

An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

year: 2006

title: National Maori and Pacific psychologies symposium: Claiming spaces

authors: Levy, Michelle Patricia

subjects: Maori

abstract: In 2002 the Maori and Psychology Research Unit made a valuable contribution to the  teaching and practice of psychology in Aotearoa via the two day Maori Graduates of Psychology Symposium: Making a Difference. Mid-way through 2006, our collective memories of the hard work in 2002  diminished, so much so that we once again considered hosting a similar event. Building on the foundations laid in 2002, the theme of the 2007 symposium was "Claiming Spaces", with our focus expanding to include peoples of the Pacific. This theme reflected that the time had come for Maori and Pacific Psychologies to move from the margins and claim legitimate space within psychology. It recognized that here in Aotearoa we have the potential to be pioneers in the development of psychologies relevant and applicable to Maori and Pacific peoples, and to better understand what science, culture and practice means when indigenous and cultural world views are prioritised. It was an inclusive theme, with the programme comprising presentations led by Maori and Pacific psychologists, graduates of psychology and psychology students. These presentations reflected on and made connections to the theme of "Claiming Spaces".

text: National Maori and Pacific psychologies symposium: Claiming spaces In 2002 the Maori and Psychology Research Unit made a valuable contribution to the  teaching and practice of psychology in Aotearoa via the two day Maori Graduates of Psychology Symposium: Making a Difference. Mid-way through 2006, our collective memories of the hard work in 2002  diminished, so much so that we once again considered hosting a similar event. Building on the foundations laid in 2002, the theme of the 2007 symposium was "Claiming Spaces", with our focus expanding to include peoples of the Pacific. This theme reflected that the time had come for Maori and Pacific Psychologies to move from the margins and claim legitimate space within psychology. It recognized that here in Aotearoa we have the potential to be pioneers in the development of psychologies relevant and applicable to Maori and Pacific peoples, and to better understand what science, culture and practice means when indigenous and cultural world views are prioritised. It was an inclusive theme, with the programme comprising presentations led by Maori and Pacific psychologists, graduates of psychology and psychology students. These presentations reflected on and made connections to the theme of "Claiming Spaces".

year: 2008