Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationships with efficacy beliefs

By Wilmar B. Schaufeli, Marisa Salanova. Anxiety, Stress, & Coping, 2007

637 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/b84be4d5f371980325812d7a57ec0efb272019a3

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Elucidating the Positive Side of the Work-Family Interface on International Assignments: A Model of Expatriate Work and Family Performance (2010, positive): “Related research has also shown that engaged workers exhibit personal initiative, proactive behavior, and learning motivation (Schaufeli & Salanova, 2007; Sonnentag, 2003).”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, methodology): “Previous studies have con ﬁ rmed various repercussions of student burnout in di ﬀ erent learning aspects including engagement, motivation, academic performance mental health and well-being (e.g. Alarcon, Edwards, and Menke 2011; Duru, Duru, and Balkis 2014; Robins, Roberts, and Sarris 2018; Virtanen”
Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study. (2012, neutral): “Finally, in their multi-sample study Schaufeli and Salanova (2007) included a scale consisting of negatively worded items on professional inefficacy and showed that, whereas professional efficacy included in the MBI-GS loaded on the engagement factor, genuinely measured professional inefficacy…”
Emotion Display Rules, Emotion Regulation, and Teacher Burnout (2020, methodology): “Teacher burnout was measured by the modified teacher burnout scale by Schaufeli and Salanova (2007) in three dimensions: emotional exhaustion, depersonalization, and inefficacy.”
Burnout: Moving beyond the status quo. (2017, result): “This latter result is not surprising in view of the problematic operationalization of (reduced) personal accomplishment in the MBI (Schaufeli & Salanova, 2007).”
Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “…outcomes in relation to which job satisfaction was explored are job performance (Judge et al., 2001), enthusiasm (Chen, 2007), teacher retention (Schaufeli & Salanova, 2007), teacher burnout (Skaalvik & Skaalvik, 2014), teacher commitment (Reyes & Shin, 1995), and teachers’ attitudes toward…”
The Convergent Validity of Four Burnout Measures in a Chinese Sample: A Confirmatory Factor‐Analytic Approach (2011, background): “Fourth, it has been suggested from a psychometric point of view that the special role of lacking professional efficacy might be due to an artifact (Schaufeli & Salanova, 2007; Bresó, Salanova, & Schaufeli, 2007; Halbesle- © 2010 The Authors.”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “…teachers themselves, burnout has been found to be significantly associated with lower levels of motivation toward teaching (Hakanen et al., 2006; Schaufeli & Salanova, 2007) and greater levels of doubts regarding the ability to teach effectively (Dicke et al., 2015; Evers et al., 2002;…”
Measuring job and academic burnout with the Oldenburg Burnout Inventory (OLBI): Factorial invariance across samples and countries (2015, background): “…correlations between the two other burnout dimensions and personal accomplishment increase when the latter is assessed with negatively worded items (Schaufeli & Salanova, 2007), some have argued that the wording has led to an artificial clustering of the subfactors (Halbesleben & Demerouti, 2005).”