Žiedelis Arūnas, Urbanavičiūtė Ieva, Lazauskaitė-Zabielskė Jurgita, Jakštienė Rita
Organizational Psychology Research Center, Vilnius University, Vilnius, Lithuania.
Front Psychol. 2025 Feb 19;16:1494173. doi: 10.3389/fpsyg.2025.1494173. eCollection 2025.
As technological advances increasingly shape the world of work, it is becoming clear that the impact of increased employee dependence on technology for task completion may have ambivalent effects. While successfully mastered technological tools make the work more engaging by enabling a simpler and more efficient implementation of tasks, the necessity to keep up with technological progress imposes additional demands to adopt innovations and limits the freedom of choice about how work is performed. With this study, we sought to unravel whether the effect of technology dependence at work on employee autonomy satisfaction and subsequent work engagement is conditional and depends on increased learning demands. A heterogeneous sample of 753 employees participated in the survey. We used conditional process analysis to test our hypotheses. Results revealed that it is not dependence on technology itself that is relevant for autonomy and work engagement, but rather its combination with intensified learning demands. For employees who reported fewer learning pressures, technology dependence was an enabling (i.e., facilitating autonomy satisfaction) factor, associated with higher work engagement. Conversely, for those who experienced greater learning demands, technology dependence was associated with lower autonomy satisfaction and lower work engagement.
随着技术进步日益塑造工作领域，越来越明显的是，员工在任务完成方面对技术的依赖增加所产生的影响可能具有矛盾性。虽然成功掌握技术工具能通过使任务实施更简单、更高效而让工作更具吸引力，但跟上技术进步的必要性带来了采用创新的额外要求，并限制了工作执行方式的选择自由。通过这项研究，我们试图弄清楚工作中的技术依赖对员工自主满意度及随后的工作投入的影响是否具有条件性，以及是否取决于增加的学习要求。753名员工的异质样本参与了调查。我们使用条件过程分析来检验我们的假设。结果显示，与自主性和工作投入相关的并非对技术本身的依赖，而是它与强化的学习要求的结合。对于报告学习压力较小的员工，技术依赖是一个促成因素（即促进自主满意度），与更高的工作投入相关。相反，对于那些经历了更大学习要求的员工，技术依赖与更低的自主满意度和更低的工作投入相关。
