Expanding the Nomological Network of Work Avoidance: Antecedents and Consequences across Contexts

Autor/inn/en	Jagacinski, Carolyn M.; Kumar, Shamala; Keith, Melissa G.
Titel	Expanding the Nomological Network of Work Avoidance: Antecedents and Consequences across Contexts
Quelle	In: Journal of Experimental Education, 88 (2020) 2, S.221-244 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1635564
Schlagwörter	Student Behavior; Employees; College Students; Student Employment; Achievement Need; Alienation; Competence; Need Gratification; Self Esteem; Job Satisfaction; Labor Turnover; Withdrawal (Education); Academic Achievement; Job Performance; Anxiety + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Employee; Arbeitnehmer; Beschäftigter; Collegestudent; Studentenarbeit; Entfremdung; Kompetenz; Bedürfnisbefriedigung; Self-esteem; Selbstaufmerksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kursabbruch; Schulleistung; Work performance; Arbeitsleistung; Angst
Abstract	Work avoidance, or the goal to reduce effort in an achievement context, is related to disengagement and may offer insight into disengaged students and employees. To shed light on this issue, we investigated the antecedents of work avoidance in academic and work contexts to distinguish it from mastery, performance-approach, and performance-avoidance goals. Two samples of employed college students (N = 207, N = 233) completed questionnaires about their jobs and in one sample about their introductory psychology class. Across both contexts, proposed antecedents of alienation, low need for achievement, and perceiving one's competence needs as not being met predicted work avoidance. Work avoidance also accounted for additional variance when combined with achievement goals to predict citizenship behaviors, perceiving work/classwork as meaningless and wanting to leave/quit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01