Assessing longitudinal change of and dynamic relationships among role stressors, job attitudes, turnover intention, and well‐being in neophyte newcomers
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
Abstract Using a latent growth modeling (LGM) approach, this paper examines the trajectories of change in role stressors (ambiguity, conflict, and overload), job attitudes (affective commitment and job satisfaction), and turnover intention and psychological well‐being among neophyte newcomers, as well as the relationships among these changes. Based on a sample of 170 university alumni surveyed three times during the first months of employment, we found that role conflict and role overload increased, affective commitment and job satisfaction declined, and turnover intention increased over the course of the study. Role ambiguity and well‐being did not change. The initial levels of affective commitment, job satisfaction, and well‐being were positively related to the increase in role overload, while the initial level of turnover intention was related to a reduced increase in role overload over time. We also found that the increase in role overload and role conflict was associated with a decline in affective commitment and job satisfaction, respectively, and that the decrease in affective commitment and satisfaction was related to an increase in turnover intention. We discuss the implications of these findings. Copyright © 2010 John Wiley & Sons, Ltd.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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