Låftman Sara Brolin, Modin Bitte, Östberg Viveca, Hoven Hanno, Plenty Stephanie
Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, Sweden
Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, Sweden.
Scand J Public Health. 2015 Mar;43(2):123-9. doi: 10.1177/1403494814561818. Epub 2014 Dec 10.
According to the workplace theory of effort-reward imbalance (ERI), individuals who perceive a lack of reciprocity between their effort spent at work and the rewards received in turn are at an increased risk of stress-related ill-health. It is also assumed that being overcommitted to work is linked to an increased risk of stress-related ill-health. This study applies the effort-reward imbalance model to the school setting. It aims to analyse the associations that effort-reward imbalance and overcommitment share with somatic pain and self-rated health among adolescents.
Data are from the School Stress and Support Study (TriSSS), involving students in grades 8 and 9 (ages 14-16 years) in two schools in Stockholm, Sweden, during 2010 (n=403). Information on effort-reward imbalance and health outcomes was gathered from self-report questionnaires. An adjusted short version of ERI was used. Factor analysis showed that extrinsic effort, reward and overcommitment constitute three distinct dimensions. The designed measures demonstrated sound psychometric properties both for the full sample and for subgroups. Ordered logistic regressions were conducted.
The analyses showed that low reward and higher overcommitment were associated with greater somatic pain and poorer self-rated health. Furthermore, effort-reward imbalance was linked with an elevated risk of somatic pain and poorer self-rated health.
Students are more likely to experience stress-related ill-health when they perceive an imbalance between their effort and rewards. In addition, high overcommitment is associated with an increased risk of ill-health among students.
根据工作场所的努力-回报失衡（ERI）理论，那些认为自己在工作中付出的努力与所获得的回报之间缺乏对等性的个体，患与压力相关的健康问题的风险会增加。人们还认为，过度投入工作与患与压力相关的健康问题的风险增加有关。本研究将努力-回报失衡模型应用于学校环境。其目的是分析努力-回报失衡和过度投入与青少年身体疼痛和自评健康之间的关联。
数据来自学校压力与支持研究（TriSSS），涉及2010年瑞典斯德哥尔摩两所学校8年级和9年级（14 - 16岁）的学生（n = 403）。关于努力-回报失衡和健康结果的信息通过自我报告问卷收集。使用了ERI的一个经过调整的简短版本。因子分析表明，外在努力、回报和过度投入构成三个不同维度。所设计的测量方法在全样本和子群体中均显示出良好的心理测量特性。进行了有序逻辑回归分析。
分析表明，低回报和更高的过度投入与更大的身体疼痛和更差的自评健康相关。此外，努力-回报失衡与身体疼痛风险升高和自评健康较差有关。
当学生认为自己的努力与回报之间存在失衡时，他们更有可能经历与压力相关的健康问题。此外，过度投入与学生患健康问题的风险增加有关。
