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|Title: ||An experience sampling study of learning, affect, and the demands control support model|
|Authors: ||Daniels, Kevin|
|Issue Date: ||2009|
|Publisher: ||© American Psychological Association|
|Citation: ||DANIELS, K. ... et al, 2009. An experience sampling study of learning, affect, and the demands control support model. Journal of Applied Psychology, 94 (4), pp.1003-1017.|
|Abstract: ||The demands control support model (R.A. Karasek & T. Theorell, 1990) indicates that job
control and social support enable workers to engage in problem-solving. In turn, problem-solving
is thought to influence learning and well-being (e.g, anxious affect, activated pleasant affect).
Two samples (N = 78, N = 106) provided data up to four times per day for up to five working
days. We assessed the extent to which job control was used for problem-solving by measuring
the extent to which participants changed aspects of their work activities to solve problems. We
assessed the extent to which social support was used to solve problems by measuring the extent
to which participants discussed problems to solve problems. Learning mediated the relationship
between changing aspects of work activities to solve problems and activated pleasant affect.
Learning also mediated the relationship between discussing problems to solve problems and
activated pleasant affect. The findings indicated that how individuals use control and support to
respond to problem-solving demands is associated with organizational and individual phenomena
such as learning and affective well-being.|
|Description: ||This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
It was accepted for publication in the Journal of Applied Psychology [© American Psychological Association] and the definitive version is available from: http://www.apa.org/pubs/journals/apl/|
|Version: ||Accepted for publication|
|Appears in Collections:||Published Articles (Business School)|
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