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dc.contributor.authorVentura, Mercedes
dc.contributor.authorSalanova Soria, Marisa
dc.contributor.authorLlorens, Susana
dc.description.abstractThe objective of the current study is to analyze the role of professional self-efficacy as a predictor of psychosocial well-being (i.e., burnout and engagement) following the Social Cognitive Theory of Albert Bandura (1997). Structural Equation Modeling was performed in a sample of secondary school teachers (n = 460) and users of Information and Communication Technology (n = 596). Results show empirical support for the predicting role that professional self-efficacy plays in the perception of challenge (i.e., mental overload) and hindrance demands (i.e., role conflict, lack of control, and lack of social support), which are in turn related to burnout (i.e., erosion process) and engagement (i.e., motivational process). Specifically, employees with more professional self-efficacy will perceive more challenge demands and fewer hindrance demands, and this will in turn relate to more engagement and less burnout. A multi-group analysis showed that the research model was invariant across both samples. Theoretical and practical implications are discussed.ca_CA
dc.description.sponsorShipThis research was supported by a grant from the Spanish Ministry of Economy and Competitiveness (PSI2011-22400)ca_CA
dc.publisherTaylor & Francisca_CA
dc.relation.isPartOfThe Journal of Psychology, 2015, v. 149 (3)ca_CA
dc.subjectprofessional self-efficacyca_CA
dc.subjectchallenge demandsca_CA
dc.subjecthindrance demandsca_CA
dc.subjectengagement and burnoutca_CA
dc.titleProfessional Self-Efficacy as a Predictor of Burnout and Engagement: The Role of Challenge and Hindrance Demandsca_CA

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