The role of temporal flexibility on person–environment fit and job satisfaction
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 The present study investigated the role of temporal flexibility on three conceptualizations of person–environment fit and job satisfaction. Data were collected from 320 full-time employees in Canada and America. Using structural equation modeling, it was found that temporal flexibility was directly related to increased job satisfaction and indirectly related to job satisfaction through supplementary fit, demands–abilities fit, and needs–supplies fit. Moreover, supplementary fit and demands–abilities fit were influential on perceptions of needs–supplies fit, although we acknowledge that additional research is required to further explore our novel findings of the relative relationships between the three conceptualizations of person–environment fit. The present research supports the idea that giving employees greater control over their schedule increases their autonomy, thus helping to satisfy a core psychological need. Organizations that provide employees with the opportunity to choose their own schedules may be more likely to retain satisfied and committed people who believe they fit well with their employer.
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 | 0.000 | 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 | 0.001 |
| 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