Attendance dynamics at work: The antecedents and correlates of presenteeism, absenteeism, and productivity loss.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Presenteeism is attending work when ill. This study examined the antecedents and correlates of presenteeism, absenteeism, and productivity loss attributed to presenteeism. Predictors included work context, personal characteristics, and work experiences. Business school graduates employed in a variety of work positions (N = 444) completed a Web-based survey. Presenteeism was positively associated with task significance, task interdependence, ease of replacement, and work to family conflict and negatively associated with neuroticism, equity, job security, internal health locus of control, and the perceived legitimacy of absence. Absenteeism was positively related to task significance, perceived absence legitimacy, and family to work conflict and negatively related to task interdependence and work to family conflict. Those high on neuroticism, the unconscientious, the job-insecure, those who viewed absence as more legitimate, and those experiencing work-family conflict reported more productivity loss. Overall, the results reveal the value of a behavioral approach to presenteeism over and above a strict medical model. (PsycINFO Database Record (c) 2011 APA, all rights reserved).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it