Positive environment in the workplace: the case of the mediating role of work engagement between restorativeness and job satisfaction / El entorno positivo en el ámbito laboral: el papel mediador del compromiso laboral entre la restauración y la satisfacción laboral

Bellini, Diego; Fornara, Ferdinando; Bonaiuto, Marino

doi:10.1080/21711976.2015.1026078

Cited by 12 publications

(14 citation statements)

References 74 publications

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“…Workplaces, for example, are demanding contexts, and a restorative effect on cognitive capabilities may play an important role on individuals’ well-being and the quality of the work done (Staats, 2012). For example, restorative experiences at the workplace can compensate for job resource demands (Bellini et al, 2015a,b). Some studies, in fact, corroborate the hypothesis of a positive restorative effect of the presence of nature in workplaces: views of nature (compared with other views) reduced stress and increased workers’ job satisfaction (Shin, 2007).…”

Section: Introductionmentioning

confidence: 99%

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

et al. 2018

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Restoration involves individuals’ physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils’ cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children’s psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils’ attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature’s role both for the school ground design or redesign and for the organization of the school’s activities.

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Section: Introductionmentioning

confidence: 99%

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

et al. 2018

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“…The present research also confirmed the positive relationship between restorativeness dimensions and organizational outcomes. The positive effect of restorativeness and job satisfaction and work engagement have been already documented (Bellini et al, 2015a(Bellini et al, ,b, 2019. Organizational outcomes are also affected by the quality of the physical aspects of workplace (Leder et al, 2016).…”

Section: Discussionmentioning

confidence: 74%

A Participatory Interior Design Approach for a Restorative Work Environment: A Research-Intervention

Brondino

Trombin²,

Filippi³

2021

Front. Psychol.

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Exposure to environmental stressors has physical and psychological consequences. A demanding physical environment involves the allocation of additional attentional resources and an increase in psycho-physical stress. This study illustrates the process of a research-intervention aimed at designing a workplace, using a participatory design approach, and considering the beneficial effect of restorative environments in reducing stressful elements and improving well-being at work. Stressful situations occur daily, compromising proper functioning while causing the occurrence of physiological and/or psychological disorders. To be able to safeguard their psycho-physical well-being, people normally adopt coping strategies, i.e., remedies that allow them to cope and manage situations that generate stress. One of these strategies is the exposure to natural environments, which promotes recovery and sustains psycho-physical well-being. The restorative properties of natural environments have been scientifically proven. However, even built spaces can be thought of as restorative environments, in particular when certain conditions are granted. An applied science, known as biophilic design, provides useful indications from this perspective. This project involved 57 employees of the Italian site of an international non-governmental organization, in the transition from a site no longer adequate to a new site requiring renovation. In a first phase, a survey was conducted, to verify the perceived quality of the current workplace and to detect the unmet workers' needs, and to assess some other important psychological constructs connected with perception of restorativeness and well-being. In a second phase, the findings emerged from the survey was analyzed in depth through a participatory interior design process, together with an interdisciplinary team of architects, technicians of the organization and environmental psychology researchers. The team, together with some representatives of employees, worked together through possible scenarios, adopting a biophilic design approach, to design the new workplace. At the end, the same survey of the first phase was conducted, to detect differences in perceived quality in the new workplace compared to the previous one.

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“…Motivation in the JD-R model is a mediator of the relationship between job resources (in this study, restorativeness in the learning environment) and positive outcomes (e.g., flow in this case). Generally, the positive effects of the environment have been demonstrated in previous studies [ 11 , 47 , 66 , 67 ], but the relationship with restorativeness, motivation, and flow has yet to be considered.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

“…Specifically, people who experience the state of flow are fully concentrated and engaged, wholly absorbed in their activity [ 9 ], and show high performance in learning [ 10 ]. Furthermore, perceptions related to the learning environment (e.g., light conditions, noise, and features of the environments) may affect motivation [ 11 ] and performance [ 12 , 13 , 14 ]. Authors have noted that environmental stressors in the learning context may reduce motivation and increase learned helplessness [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, although the model has been widely used and has considered a variety of job characteristics able to promote positive outcomes, the role of physical and social features as environmental resources has yet to receive attention. Observing that there is little research on this topic, authors have recently put forward several studies describing the positive effect of the environment, i.e., restorativeness, on positive outcomes such as job satisfaction, work engagement [ 11 ], fatigue [ 31 ], and organizational behaviors [ 32 ]. Notably, these authors examined the role of environmental restorative resources in the work context.…”

Section: Introductionmentioning

confidence: 99%

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The Role of a Restorative Resource in the Academic Context in Improving Intrinsic and Extrinsic Motivation and Flow within the Job Demands–Resources Model

Bellini

Barbieri

Barattucci

et al. 2022

IJERPH

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The perceived quality of the learning environment may influence both motivation and concentration. Little is known about how perceived characteristics of the learning environment, and specifically sub-dimensions of Perceived Restorativeness (being away, fascination, compatibility, and extent), can promote these positive effects in an academic context. We addressed, through a correlational study, the possibility that the characteristics of learning environments may promote concentration and involvement in activity (i.e., flow) via intrinsic and extrinsic motivation for academic study within the job demands–resources model. A total of 165 Italian university psychology classes in a 3-year degree course from two different universities context completed an online questionnaire made up of the construct considered in this study. Results in the hierarchical multivariate regression analyses confirm that the restorative quality of learning environments (i.e., being away, compatibility, extent) is positively correlated with flow. However, there is a non-significant relationship between extent and flow. Regression analyses show a significant indirect effect of compatibility, both through intrinsic and extrinsic student motivation. Furthermore, the results confirm a significant indirect effect of extent through intrinsic motivation and being away, and fascination through Extrinsic motivation. Furthermore, intrinsic motivation is a full mediator between the extent and flow relationship. The results underline the importance of considering the restorative quality of the environment for improving place design, concentration, and student learning motivation.

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Positive environment in the workplace: the case of the mediating role of work engagement between restorativeness and job satisfaction / El entorno positivo en el ámbito laboral: el papel mediador del compromiso laboral entre la restauración y la satisfacción laboral

Cited by 12 publications

References 74 publications

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

A Participatory Interior Design Approach for a Restorative Work Environment: A Research-Intervention

The Role of a Restorative Resource in the Academic Context in Improving Intrinsic and Extrinsic Motivation and Flow within the Job Demands–Resources Model

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