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Understanding the Role of Personal Coping Strategy in Decreasing Work and Family Conflict
Published in Cary L. Cooper, Psychological Insights for Understanding COVID-19 and Work, 2020
Anit Somech, Anat Drach-Zahavy
Given the extensive study of coping in the stress literature (cf. Folkman & Moskowitz, 2004), it is puzzling to find a relative lack of research on coping in the context of work and family (e.g., Behson, 2002; Somech & Drach-Zahavy, 2007). Coping with WFC is defined here as the cognitive and behavioral efforts individuals make to manage the stresses arising from the conflicting demands of the work and family domains. According to the Conservation of Resources Theory (Hobfoll, 1989, 2001), when stress levels rise, individuals expend internal or external resources to manage the distress. The resources that the person possesses are internal; they encompass personal characteristics such as efficacy, optimism, and coping styles; external resources do not belong to the person but are available from his/her external environment. In the context of this chapter, using personal coping with WFC in an effort to manage conflicting work and family demands might be seen as reliance on internal resources. In this vein, Somech and Drach-Zahavy (2007) developed and refined an eight-strategy typology. The strategies denoted behavioral aspects of coping that specify what individuals actually do at work and/or at home to cope with WFC: Good enough at home/work—lowering the performance of family/work responsibilities to a less than perfect level; Super at home/work—insisting on doing all family/work duties single-handedly and perfectly; Delegation at home/work—managing one’s own family/work duties by delegating some to others; and Priorities at home/work—arranging family/work duties in order of priority, and undertaking only those with high priority.
Subordinate Organizational Citizenship Behavior Trajectories and Well-Being: The Mediating Roles of Perceived Supervisor Consideration and Initiating Structure
Published in Human Performance, 2023
Lindie H. Liang, Christianne T. Varty, Huiwen Lian, Douglas J. Brown, Denise Law, Jieying Chen, Rochelle Evans
Although increasing supervisor consideration and initiating structure may be appropriate responses to increasing subordinate supervisor-directed OCBs, they should ultimately have different effects on subordinate well-being because they contribute to resource generation and consumption, respectively (Hobfoll, 1989). Specifically, conservation of resources theory proposes that “individuals strive to obtain, retain, and protect valued resources” (Hobfoll & Lilly, 1993, p. 129). Resources are integral to well-being because they are required for coping with stress and overcoming challenges. Thus, changes in supervisor behaviors that help subordinates protect and accumulate resources should be associated with increased well-being whereas those leading to resource loss should be associated with decreased well-being.
Burnout among high school students is linked to their telomere length and relatedness with peers
Published in Stress, 2023
Frances Hoferichter, Armin Jentsch, Lou Maas, Geja Hageman
According to the Conservation of Resources Theory (COR; Hobfoll & Shirom, 2001), burnout is described as a psychosocial strain resulting from the depletion of personal coping resources; it can be counteracted by supportive social relationships (Hobfoll et al., 1990). Within the school context, students’ relationships with their peers become increasingly important for their psychosocial development (Bokhorst et al., 2010). Relatedness represents one basic psychological need within the self-determination theory, which describes the need to feel connected to others (Ryan & Deci, 2017). If this need is met and students feel related to their peers, they experience mutual trust, support and belonging with a social peer group, which, in turn, is related to positive affect and mental health (Schutte & Malouff, 2021).
You, Me, and the Organization Makes Three: The Organization’s (Adverse) Effect on Relationships among Coworkers
Published in Human Performance, 2022
Kevin S. Cruz, Thomas J. Zagenczyk, Stacey R. Kessler
Conservation of resources theory (Hobfoll, 1989, p. 516) posits that “people strive to retain, protect, and build resources and that what is threatening to them is the potential or actual loss of these valued resources.” Specifically, resource losses are more salient than resource gains; individuals must invest resources to protect against resource losses, recover from losses, and gain additional resources; the importance of resource gains becomes greater when an individual loses resources; and individuals who do not have adequate resources may behave aggressively and irrationally to preserve themselves. Resources can be anything of particular value to individuals or groups (Hobfoll, Halbesleben, Neveu, & Westman, 2018). The promises that underlie psychological contracts consist of both transactional (e.g., pay, career advancement) and relational (e.g., job security) resources (Rousseau, 1990). Similarly, antecedents of POS (Kurtessis et al., 2017) can be considered transactional (i.e., human resource practices and work conditions) and relational resources (i.e., fairness and leadership). Thus, psychological contracts and POS can both be considered valuable resources by employees (Kiazad et al., 2014; Panaccio & Vandenberghe, 2009). In addition to the respective negative and positive outcomes resulting from PCB and POS, the respective smaller or larger stock of perceived resources resulting from either can serve as a signal to employees regarding how much their employers value them (Eisenberger et al., 1986).