School of Psychology, Griffith University, PMB 50 Gold Coast Mail Centre, Queensland 9726, Australia.
J Psychol. 2010 Mar-Apr;144(2):97-119. doi: 10.1080/00223980903472128.
Past theory and research indicate that conditions of work can have lasting effects on job incumbents. R. A. Karasek and T. Theorell (1990), for example, proposed that workers' feelings of mastery increase with levels of job demands and job control, and that these effects are mediated by the process of active learning. To test these propositions, 657 school teachers completed scales assessing job demands, control, active learning, and mastery on 2 occasions, 8 months apart. As hypothesized, job control predicted change in mastery, an effect that was mediated by active learning. Job demands had a weaker effect on change in mastery. The demands-mastery relationship was moderated by job control, so that under conditions of high control, but not low control, increasing job demands were associated with gains in mastery. The findings partially support R. A. Karasek and T. Theorell's (1990) predictions regarding the main, interactive, and mediated effects of job conditions on employee mastery.
过去的理论和研究表明，工作条件会对在职人员产生持久的影响。例如，R. A. 卡泽斯和 T. 泰勒（1990）提出，员工的掌控感随着工作需求和工作控制水平的提高而增加，而这些影响是通过主动学习的过程来实现的。为了验证这些假设，657 名学校教师在 8 个月的时间里分两次完成了评估工作需求、控制、主动学习和掌握程度的量表。正如假设的那样，工作控制预测了掌握程度的变化，这一影响是通过主动学习来实现的。工作需求对掌握程度的变化影响较小。工作需求与掌握程度的关系受到工作控制的调节，因此，在高控制条件下，而不是低控制条件下，增加工作需求与掌握程度的提高有关。研究结果部分支持 R. A. 卡泽斯和 T. 泰勒（1990）关于工作条件对员工掌握程度的主要、交互和中介影响的预测。
