| Home > Articles > The work design contribution to educational workers' sustainable wellbeing and performance patterns > MARC |
000121195 001__ 121195 000121195 005__ 20240319081019.0 000121195 0247_ $$2doi$$a10.3389/fpsyg.2022.1020942 000121195 0248_ $$2sideral$$a131815 000121195 037__ $$aART-2022-131815 000121195 041__ $$aeng 000121195 100__ $$0(orcid)0000-0001-8386-1233$$aPérez-Nebra, Amalia Raquel$$uUniversidad de Zaragoza 000121195 245__ $$aThe work design contribution to educational workers' sustainable wellbeing and performance patterns 000121195 260__ $$c2022 000121195 5060_ $$aAccess copy available to the general public$$fUnrestricted 000121195 5203_ $$aBrazilian education faces difficulties relating to performance and illness, suggesting that the characteristics of the work can affect both variables. This study aims to describe the work characteristics that increase the odds of having happy–productive patterns in education workers. A total of 4,598 employees of the Secretariat of Education of the Federal District (SEEDF) participated in the research, answering questionnaires about work design (Brazilian version, with 18 factors), wellbeing (containing three factors), and performance. The results showed that task, social, and contextual characteristics increase the probability of being in the happy–productive pattern, and specifically, Social Support, Feedback from Others, Task Significance, Task Identity, and Autonomy, in this order, should be considered for intervention purposes. 000121195 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S16-20R 000121195 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000121195 590__ $$a3.8$$b2022 000121195 592__ $$a0.891$$b2022 000121195 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b34 / 147 = 0.231$$c2022$$dQ1$$eT1 000121195 593__ $$aPsychology (miscellaneous)$$c2022$$dQ2 000121195 594__ $$a4.5$$b2022 000121195 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000121195 700__ $$aViana, Brenda Soares 000121195 700__ $$0(orcid)0000-0003-0898-0480$$aLira, Eva$$uUniversidad de Zaragoza 000121195 700__ $$0(orcid)0000-0001-5864-2901$$aMartín-Hernandez, Pilar$$uUniversidad de Zaragoza 000121195 700__ $$0(orcid)0000-0001-5105-8550$$aGracia-Pérez, María Luisa$$uUniversidad de Zaragoza 000121195 700__ $$0(orcid)0000-0001-8261-058X$$aGil-Lacruz, Marta$$uUniversidad de Zaragoza 000121195 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social 000121195 7102_ $$14009$$2813$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Trabajo Social y Serv.Soc 000121195 773__ $$g13 (2022), 1020942 [11 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078 000121195 8564_ $$s586134$$uhttps://zaguan.unizar.es/record/121195/files/texto_completo.pdf$$yVersión publicada 000121195 8564_ $$s2153609$$uhttps://zaguan.unizar.es/record/121195/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000121195 909CO $$ooai:zaguan.unizar.es:121195$$particulos$$pdriver 000121195 951__ $$a2024-03-18-15:59:37 000121195 980__ $$aARTICLE
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