Emotion work and psychological well-being: A review of the literature and some conceptual considerations

By Dieter Zapf. 2002

1,337 citations recorded by the source corpus.

Subfields: General Health Professions, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e79eed3006c8245b27f5cc1537b7198f9e58e240

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In General Health Professions

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “…are required to display Mindfulness and Teachers’ Everyday Resilience 3 professionally appropriate emotions, even in the face of distressing interactions with students who may show disrespectful, disruptive, disinterested, or dismissive behavior in the classroom (Hargreaves, 2000; Zapf, 2002).”
Not all job demands are equal: Differentiating job hindrances and job challenges in the Job Demands–Resources model (2010, background): “The soothing of the particular passenger might require some energy, which does not add directly to the primary goal of serving all passengers (Zapf, 2002).”
Breaking Them in or Eliciting Their Best? Reframing Socialization around Newcomers’ Authentic Self-expression (2013, background): “Perhaps not surprisingly, authenticity is associated with fewer depressive symptoms, lower emotional exhaustion, and less anxiety than a lack of authenticity (Zapf, 2002; Ryan, LaGuardia, and Rawsthorne, 2005; Lopez and Rice, 2006; Goldberg and Grandey, 2007).”
Impact and the art of motivation maintenance: The effects of contact with beneficiaries on persistence behavior (2007, background): “Together, these studies underscore the importance of attending to the content of interactions with beneWciaries, documenting how disrespectful, hostile, discourteous contact with beneWciaries can be demotivating, stressful, and emotionally exhausting (for reviews, see Cordes & Dougherty, 1993; Lee &”
Testing the stressor–strain–outcome model of customer-related social stressors in predicting emotional exhaustion, customer orientation and service recovery performance (2014, positive): “Consequently, frontline service providers are expected to serve customers who are rude, arrogant, and hostile (Zapf, 2002).”
Emotional Strategies of Police and Their Varying Consequences for Burnout (2016, background): “…between internal standards and demands for emotional display or suppression emotion work or emotive dissonance, while others have used the term emotional dissonance (Bakker & Heuven, 2006; Zapf, 2002; Zapf, Seifert, Schmutte, Mertini, & Holz, 2001; Zapf, Vogt, Seifert, Mertini, & Isic, 1999).”
Enhancing emotional performance and customer service through human resources practices: A systems perspective ☆ (2016, neutral): “Unfortunately, many organizations lack explicit policies regarding emotional displays and rely on norms to guide customer service behaviors, with some referring to them only vaguely in their mission statements (Zapf, 2002).”
What is typical for call centre jobs? Job characteristics, and service interactions in different call centres (2003, background): “Accordingly, emotion work can be defined as the psychological processes necessary to regulate organizationally desired emotions as part of one’s job (Grandey, 2000; Zapf, 2002).”
Psychological strain and emotional labor among police-officers : A diary study (2007, background): “Emotional dissonance is expected to be related to emotional exhaustion and depersonalization (Zapf, 2002).”
Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis (2020, background): “resources rather intact and available for effective functioning in working organisation (Zapf, 2002).”
Working conditions, well-being, and job-related attitudes among call centre agents (2003, background): “Emotion work implies a stressor—emotional dissonance—that occurs when an employee has to display emotions that are appropriate for customer contact (e.g., friendliness), but differ from emotions he or she might feel actually (e.g., anger; cf. Zapf, 2002).”