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The purpose of this study was to examine the differences in work-life balance (WLB) between hospital nurses and female wage workers and to investigate its effect on job satisfaction and turnover intention.
This exploratory comparative study used data from five general hospital nurses (n=437) and college-graduate level female wage workers (n=786). After propensity score matching, the effects of WLB subtypes (work→life balance, life→work balance) on job satisfaction and turnover intention were analyzed.
Hospital nurses had lower levels of WLB subtypes (2.6±0.5, 2.6±0.5), lower job satisfaction (2.8±0.7), higher turnover intention rate (65.5%) than wage workers (3.1±0.4, 2.9±0.4, 3.5±0.5, 1.7%). Analysis of job satisfaction showed significant relationship between work→life balance and job satisfaction in both groups (β=0.32, p≤.001; β=0.18, p=.004). Second, the analysis of turnover intention differed between the two groups. Among hospital nurses, the higher the level of work→life balance, the lower the turnover intention rate (OR=0.49, p=.015), while among wage workers, the opposite was true (OR=0.29, p=.038).
The level of WLB of hospital nurses was relatively low, negatively affecting job satisfaction and turnover intentions. Despite being one of the major female professions, the nursing occupation lacks support for WLB, suggesting a need for tailored support through organizational and social systems.
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The purpose of this study was to examine the possible selves and learning motivation of the depressed students, and the effects of possible selves in balance on learning motivation. Participants were 479 college students and the data of depression, possible selves, and learning motivation were obtained through self reports. The results showed that depressed students had negative possible selves and their level of learning motivation was low. Thereafter, 76 depressed students participated in the following experiment. Four different possible selves conditions (balanced condition, positive condition, negative condition, control condition) were generated by manipulating possible selves and participants’ learning motivation were measured using Raven’s Progressive Matrices (RPM). The results of this study indicated that there were motivational differences between types of possible selves especially for difficulty, quantity, and accuracy of the task. Participants in balance type selected more challenging task, solved more items, and worked out more accurately than those in negative type. These results imply that balance in possible selves will be effective for improving motivation of the depressed students. Finally, the limitation of this study were discussed.
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