Employee Well-being During COVID-19
Description
The COVID-19 pandemic has greatly impacted the structure of work foremployees worldwide, as many began working remotely in response to national and local
social distancing efforts. These changes occurring amid the transition to remote working
conditions led to the question of how daily stress and daily uplifts occur in this new work
context. For the present thesis study, I explored how internal (i.e., optimism) and external
(i.e., team flow) resources function to moderate the effects of daily hassles and uplifts on
employee well-being (i.e., burnout and professional efficacy) during the COVID-19
pandemic. In a sample of 417 adults at baseline, and 266 at the follow-up, I investigated
how specific resources function to protect employees experiencing occupational burnout.
Additionally, I explored gender differences in these relationships. Study results
demonstrated that both daily uplifts and hassles predicted burnout and professional
efficacy at earlier stages of the pandemic, while at a later stage in the pandemic, the
relationships between daily uplifts and burnout and daily hassles and burnout persisted,
but only daily hassles were associated with professional efficacy. For males at baseline,
higher scores in optimism strengthened the negative relationship between daily uplifts
and burnout. Surprisingly, males with relatively low team flow in work or school settings
seemed to fare better professionally with increased daily hassles. This finding indicates
that males with less collaboration at work thrive as they experience increased daily stress.
While these findings are specific to the COVID-19 context, they may be beneficial for
companies and supervisors seeking to improve employee engagement.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2021
Agent
- Author (aut): O'Brien, Mary
- Thesis advisor (ths): Mickelson, Kristin D
- Committee member: Hall, Deborah
- Committee member: Luciano, Margaret
- Publisher (pbl): Arizona State University