Work-From-Home Adjustment in the COVID-19 Pandemic: The Role of Psychological Climate for Face Time
Bibliographic record
Abstract
The COVID-19 pandemic has led many organizations to mandate large-scale full-time work-from-home (WFH), shattering the dichotomy between remote workers and those who are physically in the office. Emerging findings on full-time WFH have not yet brought clarity on the causes and mechanisms of employees’ well-being and productivity in this context that contrasts with prior-pandemic work. Drawing on the transactional theory of stress (Lazarus & Folkman, 1984), we argue that employees who perceive their organization’s psychological climate as emphasizing face time may appraise full-time WFH as a threat and, as a result, perceive higher availability expectations on the part of their organization. We further argue that this relationship will be stronger in the US than in Europe, where emploment protection is higher. In turn, perceived expectations of extended availability predict WFH adjustment, a multi-dimensional affective, behavioral, and cognitive construct we borrow from expatriate adjustment’s literature to guide future research on WFH. In a two-wave study on an organizational sample of 532 employees working in the US and in Europe, we find that a psychological climate for face time hampers employees’ adjustment to WFH through increased perceptions of availability expectations, and that this process is exacerbated in the US.
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".