The practical paradox of technology: The influence of communication technology use on employee burnout and engagement     

Claartje L. Ter Hoeven  Ward van Zoonen  Kathryn L. Fonner 《Communication monographs》2016,83(2):239-263

Technological advancements in the workplace frequently have produced contradictory effects by facilitating accessibility and efficiency while increasing interruptions and unpredictability. We combine insights from organizational paradoxes and the job demands–resources model to construct a framework identifying positive and negative mechanisms in the relationship between communication technology use (CTU) and employee well-being, operationalized as work engagement and burnout. In this study of Dutch workers, we demonstrate that CTU increases well-being through positive pathways (accessibility and efficiency) and decreases well-being through negative pathways (interruptions and unpredictability). We highlight the importance of (1) investigating CTU resources and demands simultaneously to grasp the relationship between CTU and employee well-being, and (2) considering CTU's downsides to successfully implement new communication technologies and flexible work designs.  相似文献   

Arts participation and the three faces of time: A reflection on disentangling the impact of life stage,period and socialization on arts participation,exemplified by an analysis of the US arts audience     

Andries van den Broek 《Cultural Trends》2013,22(1):46-53

Arts participation bears the threefold imprint of time: people's life stage (age), their earlier socializing imprint (cohort) and the historical circumstances of the moment (period). A proper understanding of these three effects is of great importance in understanding the present and future sizes and preferences of arts audiences. Such understanding implies disentangling those three effects properly, rather than overlooking or confusing them. An example of how that might be done is presented here with regard to arts participation in the US.  相似文献   

Using Workflow for Projects in Higher Education     

Jan van der Veen  Val Jones  Betty Collis 《Computer Science Education》2013,23(3):283-301

The WWW is increasingly used as a medium to support education and training. A course at the University of Twente in which groups of students collaborate in the design and production of multimedia instructional materials has now been supported by a website since 1995. Workflow was integrated with other components in the website to investigate whether workflow can help instructors and students to have a better overview of group progress. Our evaluation shows that the introduction of workflow does provide added value. Another outcome of the experiment is that the transfer of a business application (workflow) into the educational domain has highlighted some differences and similarities between educational and business processes. This article explores some of these issues as highlighted by the application of workflow in education.  相似文献   

Class Unknown: Undercover Investigations of American Work and Poverty from the Progressive Era to the Present. Mark Pittenger. New York: New York University Press, 2012.     

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2013,36(2):141-142

  相似文献   

The evaluation of peer-review quality     

Susan van Rooyen 《Learned Publishing》2001,14(2):85-91

This paper discusses the role of peer review in the decision-making processes of scientific journals. It outlines the objectives of peer review and some of the problems. It then goes on to describe research into the quality of peer review, in particular the BMJ's programme of research to date, the results obtained, and consequent changes in practice. It also looks briefly at future possibilities for research into the peer-review process.  相似文献   

Adaptation in the timing of catching under changing environmental constraints     

Savelsbergh GJ  van der Kamp J 《Research quarterly for exercise and sport》2000,71(2):195-200

  相似文献   

Non-fiction and the Netherlands: A problematic relationship     

Mizzi van der Pluijm 《Publishing Research Quarterly》1998,14(2):26-28

  相似文献   

The Dutch language anterior cruciate ligament return to sport after injury scale (ACL-RSI) – validity and reliability     

Anton J. Slagers  Inge H. F. Reininga  Inge van den Akker-Scheek 《Journal of sports sciences》2017,35(4):393-401

The ACL-Return to Sport after Injury scale (ACL-RSI) measures athletes’ emotions, confidence in performance, and risk appraisal in relation to return to sport after ACL reconstruction. Aim of this study was to study the validity and reliability of the Dutch version of the ACL-RSI (ACL-RSI (NL)).

Total 150 patients, who were 3–16 months postoperative, completed the ACL-RSI(NL) and 5 other questionnaires regarding psychological readiness to return to sports, knee-specific physical functioning, kinesiophobia, and health-specific locus of control. Construct validity of the ACL-RSI(NL) was determined with factor analysis and by exploring 10 hypotheses regarding correlations between ACL-RSI(NL) and the other questionnaires. For test–retest reliability, 107 patients (5–16 months postoperative) completed the ACL-RSI(NL) again 2 weeks after the first administration. Cronbach’s alpha, Intraclass Correlation Coefficient (ICC), SEM, and SDC, were calculated. Bland–Altman analysis was conducted to assess bias between test and retest.

Nine hypotheses (90%) were confirmed, indicating good construct validity. The ACL-RSI(NL) showed good internal consistency (Cronbach’s alpha 0.94) and test–retest reliability (ICC 0.93). SEM was 5.5 and SDC was 15. A significant bias of 3.2 points between test and retest was found.

Therefore, the ACL-RSI(NL) can be used to investigate psychological factors relevant to returning to sport after ACL reconstruction.  相似文献   

Arendt and America Richard H. King. University of Chicago Press, 2015.          下载免费PDF全文

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2017,40(2):179-181

  相似文献   

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning     

Danny Kostons  Tamara van Gog  Fred Paas 《Learning and Instruction》2012,22(2):121-132

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.  相似文献