This longitudinal study investigates mediating variables in the enrichment process between work (work engagement) and non-work experiences (work-to-life enrichment). It is hypothesized that besides positive affect, positive work reflection during leisure time is an additional, more cognitive, pathway in the enrichment process. In total, 256 full-time employees in Germany, recruited via an online survey, answered a two-wave survey with a time lag of three months. Participants were 50% male and 50% female, and were chosen regardless of whether they had a partner or children. Analysis showed that positive affect and positive work reflection mediated the relationship between work engagement and work-to-life enrichment. These findings contribute to research on the work/ non-work interface by expanding the work-family enrichment model developed by Greenhaus and Powell (2006). Our results offer practical implications for employees and organizations. Specifically, the findings show how employees and organizations can foster work-to-life enrichment by promoting work engagement, positive affect and positive work reflection. This in turn should have positive implications for both the employee and the organization.

No abstract

No abstract

The existence of a direct value transfer between stimuli in the context of instrumental discrimination learning is demonstrated. In a first experiment pigeons learned to discriminate instrumentally four successively presented target stimuli. Pecks to them were reinforced with graded amounts of reward and penalty (A++, B+, C-, 0-). These stimuli were accompanied by four different neutral stimuli (Na' Nb, Ne, N d) but responses to these had no consequences. After discrimination of the target stimuli had been established the neutral stimuli were presented in pairs and in the absence of the target stimuli. These tests revealed a graded preference in accordance with the value transfer hypothesis. In a second experiment pigeons were taught to discriminate two target stimuli A+ and BEach ch of these was again accompanied by a neutral stimulus (Na' Nb)' Pigeons developed a strong preference for N a. A discrimination reversal affecting the target stimuli (B+, A-) led to a strong reversed preference for Nb' A third experiment employed a similar design but in it one group of pigeons, unlike the control group, was prevented from pecking the neutral stimuli by transparent barriers. As both groups preferred the reward-related neutral stimulus with approximately equal strength it is concluded that classical conditioning, rather than pseudo-operant conditioning was responsible for the value transfer observed. A modification of an algebraic instrumental conditioning model incorporating an adventitious classical conditioning element is shown to emulate the value transfer obtained. The role of classical conditioning in instrumental discrimination learning is discussed. A value transfer theory was proposed by Fersen, Wynne, Delius, & Staddon (1991) to account for a remarkable result they had obtained in an experiment with pigeons. These had learned to discriminate five different stimuli presented in overlapping pairs A+B-, B+C-, C+D-and The research was supported by the Deutsche Forschungsgemeinschaft. We are grateful to Dipl. Ing. L. Xia for technical assistance, to Dr. A. W. Still (Durham Univ.), Prof. S. E. G. Lea (Exeter Univ.), and Prof. J. E. R. Staddon (Duke Univ.) for comments on an earlier draft. G. Latini helped with the English and A. McLintock with manuscript preparation.

No abstract