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Previous research on call centers has demonstrated that human resource (HR) practices can be related to employee stress; however, these studies did not examine the linking mechanisms underlying these associations. Using the job demands-control (JD-C) model as a theoretical framework, we examine perceived job demands (namely, emotional dissonance and quantitative demands) and autonomy as potential mediators in the relationship between HR systems and burnout (exhaustion and cynicism). We distinguish between HR control systems, which include performance monitoring practices, and HR involvement systems, which include training, participation, and performance-related pay. This study samples 811 employees working in 11 call centers. Our fi ndings support the idea that HR systems can help reduce burnout in call centers by verifying that HR control systems associated with more emotional dissonance and less autonomy increase burnout. On the other hand, an HR involvement system decreases workers' burnout because it alleviates the job demands of emotional dissonance and quantitative demands. This study fi lls a gap in the literature between HR systems and burnout by demonstrating the role job demands and autonomy play in explaining how HR systems improve or decrease workers' exhaustion and cynicism.

La relation entre les caractéristiques du travail, le bien-être des étudiants et la performance a été évaluée à partir du modèle de Karasck & Theorell Ӷ Travail, exigences, contrôle, soutien ӷ (1990). Un échantillon d'étudiants portugais ( N = 825) a répondu à un questionnaire comprenant des mesures du contrôle et des exigences du travail universitaire, du soutien des pairs, de la satisfaction relative à la vie universitaire, de l'anxiété/dépression et des résultats aux examens. Il apparut, comme dans d'aures contextes de travail, que la satisfaction des étudiants pour ce qui est de la vie universitaire, ainsi que les niveaux d'anxiété/dépression étaient fortement dépendants de leur perception des caractéristiques du travail. Les niveaux de satisfaction ont un effet direct sur la performance et agissent sur la relation entre la maîtrise du travail universitaire et la performance.The relationship between work characteristics, student well-being and performance was assessed, based upon Karasek and Theorell's (1990) Job Demands-Control-Support model. A sample of Portuguese university students ( N = 825) answered a questionnaire comprising measures of academic work demands and control, peer support, satisfaction with academic life, anxiety/depression and academic performance. Results suggested that, similar to other work contexts, student satisfaction with academic life and anxiety/ depression levels are strongly dependent on their perceptions of work characteristics. Levels of satisfaction have a direct impact on student performance and mediate the relationship between academic work control and performance.

Predicting academic performance is of key importance to the success, wellbeing and prosperity of students, their families, the economy, and the society at large. This study investigates the relationship between academic engagement, psychological capital (PsyCap) and academic performance. Data were collected in two different universities, one in Spain and another in Portugal. Students completed two self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. The samples consisted of 389 and 243 undergraduate students, respectively. Results showed a positive relationship between academic engagement and PsyCap, on the one hand, and academic performance on the other, in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of PsyCap, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.

PurposeThe purpose of this paper is to analyse whether a social exchange relationship between temporary workers and organizations is possible. The authors aim to consider whether, when training is perceived by an employee as an organizational practice that promotes his or her employability, this entails a social exchange relationship.Design/methodology/approachSurveys from 240 call centre workers were analyzed using correlation and multiple regression to explore relationships between training to promote employability, perceived organizational support (POS) and affective commitment.FindingsThe data support the idea that social exchange theories are useful frameworks in explaining temporary workers' affective commitment towards organisations. Organisational investment in training was positively related to the affective commitment of these temporary workers. However, employees attributed greater importance to the fact that training increased their employability than to the number of training hours received. The relationship between this human resource management practice and affective commitment partly occurred through the perceived organisational support. Such perception partially mediates the relationship between training as a promoter of employability and this positive attitude.Research limitations/implicationsThe study is limited due to sample nature and the lack of longitudinal design. It does not provide implications for other types of commitment that may be relevant for temporary workers (continuance commitment, for example).Practical implicationsAn important implication from this research is that employers should not assume that training is an investment without return from temporary workers. Developmental opportunities, while important to all employees, did make temporary workers more committed to organizations.Originality/valueThe paper is the first, to the authors' knowledge, to assess training as promoting employability with a specific measure. While the results are simple, they refute many stereotypes of temporary workers and add an important perspective to the human resource management literature.