Occupational Stress in University Staff

By A. Winefield, R. Jarrett. 2001

231 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3ac40f059a3ed7a17959da197c1fecf8e1717d7c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

1. Junju Wang
2. Hugh Kearns
3. Tariq Iqbal Khan
4. Susana Faria
5. J. Hogan
6. M. Giles
7. John Mallett
8. Peter Olusoga

In Organizational Behavior and Human Resource Management

1. Junju Wang
2. Tariq Iqbal Khan
3. Rudsada Kaewsaeng‐on
4. Susana Faria
5. Yun Bai
6. Jiying Han
7. Jing Zhang
8. J. Dua

In Social Psychology

1. Junju Wang
2. Hugh Kearns
3. Tariq Iqbal Khan
4. Peter Olusoga
5. Yun Bai
6. Jiying Han
7. Jing Zhang
8. J. Dua

Citations in the corpus

• The importance of context specificity in work stress research: A test of the Demand-Control-Support model in academics (2007, background): “The participants in Kinman’s (1998) study, 782 academics employed in UK universities, also indicated that levels of support and resources were decreasing in their institutions (see Kinman, 2001; Kinman & Jones, 2003), a finding that Winefield and Jarrett (2001) also report in their study of academ”
• Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction (2020, background): “Additionally, interest in research on faculty stress has led to a considerable number of studies on the subject and its predictive power on faculty members’ negative workrelated performance (Skaalvik & Skaalvik, 2007; Winefield & Jarrett 2001).”
• Is it time well spent? The relationship between time management behaviours, perceived effectiveness and work‐related morale and distress in a university context (2007, background): “…to feelings that people lack time to complete their work, has been shown to be a predictor of stress, which in turn leads to negative psychological symptoms and poorer performance at work (Dua, 1994; Gillespie et al., 2001; Winefield & Jarrett, 2001; Hogan et al., 2002; Winefield et al., 2003).”
• IMPACT OF WORKLOAD ON INNOVATIVE PERFORMANCE: MODERATING ROLE OF EXTROVERT (2019, background): “Moreover, incorporate sector, it is assumed that people feel stress due to high workload and job demand; it is also true for academia, where level of stress increase due to workload (Winefield & Jarrett, 2001).”
• Occupational stress in UK higher education institutions: a comparative study of all staff categories (2005, unknown): “…by other international studies (Blampied & Wallace, 2001; Fish & Fraser, 2001; Forlin, 2001; Gillespie et al., 2001; Kinman, 2001; Paulik, 2001; Schonfeld, 2001; Taris et al., 2001; van Dick & Wagner, 2001; Winefield, 2001; Winefield & Jarrett, 2001; Winter & Sarros, 2002, Winefield et al., 2003).”
• Stressors and Stress Reactions Among University Personnel (2002, background): “On the other hand, our gender results were consistent with previous studies in which no differences were found between reported stress in men and women on university staffs (Abouserie, 1996; Winefield & Jarrett, 2001 ).”
• Stress in Elite Sports Coaching: Identifying Stressors (2009, background): “E-mail: p.olusoga@shu.ac.uk 442 identified in occupations such as nursing (Pryjmachuck & Richards, 2007), the police force (Thompson, Kirk, & Brown, 2006), and the teaching professions (Winefield & Jarrett, 2001).”
• Cognitive appraisal as a mediator in the relationship between stress and burnout (2013, background): “Research has confirmed the importance of these factors, including work overload (Winefield & Jarrett, 2001), pressures to publish (Fisher, 1994), the insufficient funding and resources (Gillespie, Walsh, Winefield, Dua, & Stough, 2001) and the impact of stress on personal, family and social…”
• Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy (2020, background): “Several studies have been conducted on faculty stress in Western societies (e.g. Skaalvik and Skaalvik 2007; Winefield and Jarrett 2001), and the increased job demands on teaching, research and adopting new teaching practices and technologies were reported as the increasing stress of university…”