Search results for "cross-lagged analysis"
showing 3 items of 3 documents
Overcommitment as a predictor of effort-reward imbalance: evidence from an 8-year follow-up study.
2016
Objective The effort–reward imbalance (ERI) model includes the personal characteristic of overcommitment (OC) and the job-related characteristics of effort, reward, and ERI, all of which are assumed to play a role in an employee’s health and well-being at work. The aim of the present longitudinal study was to shed more light on the dynamics of the ERI model by investigating the basic hypotheses related to the role of OC in the model, ie, to establish whether an employee’s OC could be a risk factor for an increased experience of high effort, low reward, and high ERI at work. Methods The study was based on 5-wave, 8-year follow-up data collected among Finnish professionals in 2006 (T1, N=747)…
Relationships Between Social Support, Loneliness, and Internet Addiction in Chinese Postsecondary Students: A Longitudinal Cross-Lagged Analysis
2018
Using the Internet has become one of the most popular leisure activities among postsecondary students in China. Concern about the large number of students using the Internet has led to an increase in research on the influencing factors of Internet addiction and the negative consequences caused by it. This short-term longitudinal study examined the associations among three dimensions of social support [objective support (OS), subjective support (SS), and support utilization (SU)], loneliness, and the four dimensions of Internet addiction (compulsive Internet use [CIU] & withdrawal from Internet addiction [WIA], tolerance of Internet addiction [TIA], time-management problems [TMPs], and i…
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
2020
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A total of 1326 teachers from Finish schools participated in an electronic survey. Teachers’ self-efficacy beliefs were assessed five times and attitudes (attitudes and concerns subscale) three times over three years. The outcomes indicated that both …