Crossover of burnout from leaders to followers: a longitudinal study

Huang, Jie; Wang, Yansong; Wu, Guoqiang; You, Xuqun

doi:10.1080/1359432x.2016.1167682

Cited by 40 publications

(41 citation statements)

References 69 publications

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“…In a study examining the link between classroom teacher burnout and morning cortisol levels in elementary school children, Oberle and Schonert‐Reichl () measured salivary cortisol levels of students to assess the relationship between student stress and teacher burnout levels. The results revealed that students had higher morning cortisol levels if their teacher reported a high level of burnout, consistent with the idea of stress contagion proposed in social psychology (Huang, Wang, Wu, & You, ; Wethington, ). If stress contagion can pass from teacher to student, it is also reasonable to suggest that teachers may be “catching” the stress from more senior staff.…”

Section: Social Contagion In Educationsupporting

confidence: 84%

The Influence of Social Contagion Within Education: A Motivational Perspective

Burgess

Riddell

Fancourt³

et al. 2018

Mind Brain and Education

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This article provides an overview of research on social contagion in the context of education. We highlight the importance of students' social interactions in school, considering contagion between peers and contagion from teachers to students, using a motivation perspective. The framework of contagion is introduced broadly, followed by a focused review on social contagion in school environments, both peer and teacher related. Then we introduce methodology for mapping behavior change to networks that are a direct representation of school cohorts. We argue that these different lines of research can be coherently interpreted from a motivation perspective, suggesting the critical role of motivation in social contagion, in the context of education. We highlight the limited amount of research on positive contagion effects and we call for further investigation into ways in which to increase the contagion of positive, academic behaviors. Finally, the neuroscience behind social contagion, both for the mechanisms and the interactions, is discussed.

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Section: Social Contagion In Educationsupporting

confidence: 84%

The Influence of Social Contagion Within Education: A Motivational Perspective

Burgess

Riddell

Fancourt³

et al. 2018

Mind Brain and Education

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“…Interestingly, other recent work suggests that this inhibits employee performance directly, and it may also dissuade the employees from seeking out meaningful feedback from their supervisors (Moss et al 2003, Tepper et al 2006, Whitman et al 2014. In the end, it becomes apparent just how important a broad understanding of the interplay of resources among individuals becomes, as resource losses in some individuals can end up triggering resource losses in those around them (Debus & Unger 2017, Huang et al 2016, Lavner & Clark 2017, Li et al 2016. Lam et al's (2017) work emphasizes that the approach taken depends upon factors such as the performance of the subordinate as well as the resources available to the supervisor (see also Byrne et al 2014).…”

Section: Moving Beyond Stressmentioning

confidence: 99%

Conservation of Resources in the Organizational Context: The Reality of Resources and Their Consequences

Hobfoll

Halbesleben

Neveu

et al. 2018

Annu. Rev. Organ. Psychol. Organ. Behav.

3,147

315

4,886

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“…Supervisor affective well-being may be related to the capacity of the supervisors to implement their stress-preventive management competencies. It could also influence the affective well-being of the supervised employees, for example directly through a cross-over contagion process [ 2 , 19 ]. Thus we believed it important to include supervisors’ affective well-being and to evaluate its role in the context of the tested model ( Figure 1 ).…”

Section: Introductionmentioning

confidence: 99%

Stress-Preventive Management Competencies, Psychosocial Work Environments, and Affective Well-Being: A Multilevel, Multisource Investigation

Toderi

Balducci

2018

IJERPH

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The Management Competencies for Preventing and Reducing Stress at Work framework represents one of the few tailored models of leadership for work stress prevention purposes, but it has never been empirically evaluated. The aim of this study was to investigate whether supervisors’ stress-preventive management competencies, as measured by the Stress Management Competencies Indicator Tool (SMCIT), are related to employees’ affective well-being through psychosocial work environmental factors. To this end, multilevel structural equation modelling (MSEM) was developed and tested, including data provided by both supervisors and employees. Supervisors (n = 84) self-assessed their stress-preventive management competencies (i.e., being respectful and responsible, managing and communicating existing and future work, reasoning and managing difficult situations, and managing the individual within the team) with a previously validated reduced version of the SMCIT. The supervised employees (n = 584) rated job content (e.g., job demands) and work context (e.g., role clarity) psychosocial factors and their job-related affective well-being. Supervisors’ job-related affective well-being was also included in the tested model. The results revealed that the stress-preventive competencies factor was related to employees’ affective well-being through the psychosocial work environment only when the latter was operationalized by means of contextual work factors. Supervisors’ affective well-being was related to their stress-preventive competencies, but it was not related to employees’ affective well-being. We discuss the implications of the results obtained.

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Crossover of burnout from leaders to followers: a longitudinal study

Cited by 40 publications

References 69 publications

The Influence of Social Contagion Within Education: A Motivational Perspective

The Influence of Social Contagion Within Education: A Motivational Perspective

Conservation of Resources in the Organizational Context: The Reality of Resources and Their Consequences

Stress-Preventive Management Competencies, Psychosocial Work Environments, and Affective Well-Being: A Multilevel, Multisource Investigation

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