The psychometric properties of the workplace attachment style questionnaire

Scrima, Fabrizio

doi:10.1007/s12144-018-9928-1

Cited by 16 publications

(21 citation statements)

References 60 publications

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“…Workplace attachment style was measured using the Workplace Attachment Style Questionnaire (WASQ, Scrima, 2020). This scale consists of 15 items (five per workplace attachment style).…”

Section: Methodsmentioning

confidence: 99%

The reverse buffering effect of workplace attachment style on the relationship between workplace bullying and work engagement

et al. 2023

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Using the Job Demands-Resources model, this study investigates workplace attachment styles as predictors of work engagement and moderators of the well-established disengaging effect of workplace bullying. As a personal resource, we hypothesized that secure workplace attachment would foster work engagement, whereas both types of insecure workplace attachment (i.e., avoidant and preoccupied) would do the opposite. Previous work also led us to expect the relationship between workplace bullying and engagement to be stronger when targets expect it to act as job resource (i.e., secure workplace attachment) and weaker when their working model is consistent with workplace aggression–i.e., reverse buffering effects. Using the PROCESS macro, we tested these hypotheses in a convenience sample of French office employees (N = 472) who completed an online survey. Secure workplace attachment was associated with higher work engagement while insecure workplace attachment and bullying perceptions related negatively with work engagement. Supporting our hypotheses, feeling exposed to workplace bullying was most associated with disengagement in employees with a secure workplace attachment style and less so in others. Far from recommending insecure bonds as protection, our results rather highlight the need to prevent all forms of workplace aggression, thereby allowing employees to rely on their work environment as a job resource.

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“…Workplace attachment style was measured using the Workplace Attachment Style Questionnaire (WASQ, Scrima, 2020). This scale consists of 15 items (five per workplace attachment style).…”

Section: Methodsmentioning

confidence: 99%

The reverse buffering effect of workplace attachment style on the relationship between workplace bullying and work engagement

et al. 2023

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“…Secure workplace attachment style : from the Workplace Attachment Scale (Echelle d’Attachement au lieu de travail–EALT, [ 62 ]), recently validated in Italian by Scrima [ 95 ], the five items included in the secure workplace attachment style (Alpha = 0.84, e.g., “I am attached to my workplace”) were used;…”

Section: Methodsmentioning

confidence: 99%

The Moderation of Perceived Comfort and Relations with Patients in the Relationship between Secure Workplace Attachment and Organizational Citizenship Behaviors in Elderly Facilities Staff

Nonnis

Mura

Scrima

et al. 2022

IJERPH

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This study focuses on caregivers who work in residential facilities (RFs) for the elderly, and specifically on their organizational citizenship behaviors (OCBs) in relation to their interaction respectively with the overall context (workplace attachment dimension), the spatial-physical environment (perceived environmental comfort), and the social environment (relationship with patients). A sample of health care workers (medical or health care specialists, nurses, and office employees, n = 129) compiled a self-report paper-pencil questionnaire, which included scales measuring the study variables. The research hypotheses included secure workplace attachment style as independent variable, OCBs as the dependent variable, and perceived comfort and relations with patients as moderators. Results showed that both secure workplace attachment and perceived comfort promote OCBs, but the latter counts especially as a compensation of an insecure workplace attachment. As expected, difficult relationships with patients hinder the relationship between secure workplace attachment style and OCBs. In sum, our study highlights the importance of the joint consideration of the psychological, social, and environmental dimensions for fostering positive behaviors in caregivers employed in elderly care settings.

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“…The Bowlby framework outlines three attachment-related strategies for affect regulation: secure (positive), anxious-ambivalent (negative), and disorganized and avoidant (negative) (Bowlby, 1973). The psychological framework from Bowlby is utilized by Scrima's (2014Scrima's ( , 2015Scrima's ( , 2017Scrima's ( , 2018Scrima's ( , 2019 ongoing work of place attachment in the workplace. Place, as defined phenomenologically in this study, uses Coates and Seamons' (1984) definition of place as a phenomenological concept that integrates natural personal and cultural dimensions of environment into one experiential whole, inclusive of space and time.…”

Section: Discussionmentioning

confidence: 99%

“…The psychometric properties of workplace attachment style have been researched and measured through the efforts of Scrima's Workplace Attachment Scale (WAS), which has three factors: secure, dismissive, and preoccupied workplace attachment styles in two emotive dimensions, thoughts of self and thoughts of places (Scrima, 2015(Scrima, , 2018. However, Rioux (2006) rephrases the definition to broaden the bond and notes that workplace attachment is the emotional bond resulting from the dynamic interaction between a person and their organizational environment.…”

Section: Workplace Attachmentmentioning

confidence: 99%

“…Place Attachment Scale. Question 17 was adapted from a validated scale measuring workplace attachment (Scrima, 2018;Scrima et al, 2017, Rioux, 2006, which contains three sections; secure workplace attachment, preoccupied workplace attachment, and dismissive workplace attachment, assessed on a 7-point Likert scale (e.g., 1 = Strongly Disagree, 4 = Neither Agree or Disagree, 7 = Strongly Agree) to obtain nuanced feelings and accuracy (Finstad, 2010). Teachers were asked as to what emotions they may feel toward their main school building.…”

Section: Construct and Measuresmentioning

confidence: 99%

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Toxic schools? Teacher perceptions of indoor air quality and negative place attachment

Loraas¹

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The perception of indoor air quality (IAQ) in school buildings has garnered much attention. The self-reported experiences of teachers regarding the phenomenon of suffering from toxic IAQ was missing from scholarly work before the onset of the coronavirus. Toxic IAQ can be defined as the presence of toxic chemicals or compounds (including biological) in the air at levels that pose health risks and can affect a person's health, comfort, and performance (Environmental Protection Agency [EPA], 2018a). Since the onset of the pandemic, teachers are leaving the workforce in unprecedented numbers due to poor working conditions, unreasonable demands, and unrealistic expectations (Steiner and Woo, 2021). Addressing teacher retention is critical to stymie continuing teacher shortages and the adverse impact on students. This sequential mixed-methods study confronts the gap between place theory, specifically the negative emotional person-place bond, and perceived IAQ in public school buildings. Little research has been presented on the role the physical workplace has on teacher well-being and whether psychosociological environmental relationships can predict place attachment outcomes. The question of how teacher perceptions of IAQ relate to negative place attachment was explored using survey research of 242 educators in four public school districts in the Midwest. Survey data was collected April-May of 2021, with 13 follow-up purposive interviews, with the criteria of teachers' presenting negative place attachment feelings, during August 2021. The research revealed the more teachers realize their health concerns about toxic IAQ in their workplace, the more negative place attachment they feel. This involves the process of grieving, and feeling frustrated, angry, exhausted, and confused, like separation and divorce. When a teacher has crossed a threshold of divorced feelings toward the school building, they make choices: to stay employed, assigned to their building, feeling negative place attachment, ask to be reassigned, or leave. The two significant predictors of negative place attachment revealed through stepwise linear regression, were physical "healthy building" attributes and health concerns about the IEQ/IAQ in the school environment. Teachers' perceptions of aged buildings as being unhealthy, including the inoperability of classroom windows, aged carpet, and lack of ventilation were better understood by understanding what it means to occupy a workplace teachers perceive to have toxic IAQ. Employees with health conditions experienced feelings of being misunderstood, not taken seriously, and additionally faced a host of complicated social interactions with their administrators, co-workers, and family because of health ailments they attributed to their workplace. The study resulted in the creation of two new theoretic models: a revisiting of Tripartite Model of Place Attachment to include place detachment, the threshold crossed in absentia of any place attachment feelings, and an epidemiological model for addressing indoor air quality in schools and suggested interventions for practice. While these models help to develop methods, redress, and identification for negative place attachment due to indoor air quality, it was not possible to identify a consistent predictor of negative place attachment. This suggests that the themes identified in the interview process alongside a predictor model can help identify schools where intervention is essential.

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The psychometric properties of the workplace attachment style questionnaire

Cited by 16 publications

References 60 publications

The reverse buffering effect of workplace attachment style on the relationship between workplace bullying and work engagement

The reverse buffering effect of workplace attachment style on the relationship between workplace bullying and work engagement

The Moderation of Perceived Comfort and Relations with Patients in the Relationship between Secure Workplace Attachment and Organizational Citizenship Behaviors in Elderly Facilities Staff

Toxic schools? Teacher perceptions of indoor air quality and negative place attachment

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