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8/3/2019 06 Workplace Stressors 2010
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What makes people stressed at work?Is school more or less stressful than work?Why?
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Define the following:
Work overloadLack of control
Role conflict and role ambiguity
Environmental factors
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Johansson et al. (1978)
Compared sawyers (repetitive task, attention
and responsibility) with other workers.
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Findings: Sawyers in Swedish sawmill (high
responsibility/demand) had more illness and
higher levels of adrenaline in urine than low riskgroup (e.g. maintenance workers with more job
flexibility). Highest on work days rather than
rest days.
Conclusions: Shows direct link between jobdemand (with responsibility), stress hormones
and illness.
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Workplace stressors as a source of stress demand versus control
Marmot et al. (1997)
Aim / Procedure / Findings /Conclusions /Criticisms
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To test thejob-strainmodel(stress due to
high demand andlow control).
Comparison madebetween group with
high demand (high-grade workers) andgroup with lowcontrol (low-grade
workers).
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Aim: what idea were they testing? Procedure: who were the participants? What
measures did they use? What was the mainoutcome looked for? Findings: what was the difference between the
groups? What factors were linked to it? C
onclusions: what does the study tell us aboutworkplace stress? Criticisms: what are the strengths of this study?
Why cant we be sure the conclusion is correct?
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Over 7000 high grade (high job demand)
and low grade (low job control)C
ivilS
erviceemployees (men and women) rated for
cardiovascular disease, coronary riskfactors, sense of job control, and amount of
social support. Re-assessed 5 years later.
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Higher grade civil servants developed
fewest cardiovascular problems.
Lower grade civil servants had weaker sense
of job control and poorest social support.
Cardiovascular disease also related to risk
factors (smoking and being overweight).
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Low control linked to higher stress and
cardiovascular disorder, not fully supportingthe job strain model because high demand
was not linked to illness.
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(1)Can explain findings in terms ofSESinstead of control/demand. Confounding
variable due to indirect causes of illness. (2) Biased sample: urban, job-oriented and
ambitious.
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What factors in school could make teachers
and students lives stressful?
In a group of 2-3 design an interview to testwhether the factors identified in your
textbook are significant atCheney.
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Schaubroeck et al. (2001)
Findings: Some people had higher immune
responses (measured in saliva) in low controlsituations.
Conclusions: Some people view negative
work outcomes as being their fault. For theseemployees, control can actually worsen thenegative effects of stress.
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Glass et al. (1969)
Findings: Physical factor (noise) caused stress
(measured by GSR), especially whenunpredictable.
Conclusions: Lack of predictability (control?)
stressful.
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Brady (1958) Findings: Executive monkey (who had control
over lever) died within a few weeks due to aperforated ulcer; yoked control unaffecteddespite equal exposure to shocks.
Conclusions: Stress (linked to control), not
electric shocks, causes ulcer, presumably linkedto the immune system. Criticisms: clever monkeys chosen as
executives. Bacteria may have caused ulcer.
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