Drew H Bailey, Tutrang Nguyen, Jade Marcus Jenkins, Thurston Domina, Douglas H Clements, Julie S Sarama
Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
Developmental psychology
covid19 crisis resulted radical changes within higher education system requiring academia rapidly transition traditional learning model distance blended model learning ensure continuity educational processes changes placed additional demands academic staff already heavy workload according job demandsresources model additional demands may impact burnout risk engagement wellbeing academic staff alignment premises positive psychology primary objective study explore interplay three psychological conditions meaningfulness safety availability needed stimulate engagement investigate interplay researchers connected kahns theory engagement current concepts focus personrole relationship dealt job demandsresources model organisational support theory perceptions reciprocity mediating effects burnout risk engagement psychological wellbeing well moderating effect lack reciprocity tested using structural equation modelling study used purposive nonprobability sampling method crosssectional survey research design participants 160 academic staff members employed university south africa findings study revealed three psychological conditions meaningfulness safety availability operationalised lack reciprocity perceived organisational support burnout risk significantly related emotional engagement perceived organisational support job resources met criteria psychological safety components meaningfulness displayed strongest association engagement policymakers within higher education institutions sensitive issues study focused especially regards need provide organisational support times crisis covid19 pandemic