Examining the Role of Emotional Labor in Mediating the Relationship Between Calling and its Outcomes
Bibliographic record
Abstract
Work as calling research has clearly established the benefits of having a calling, such as, work meaningfulness and job satisfaction, and is less forthcoming in identifying the affective linkages between calling and its outcomes. We propose that because individuals with high calling find their work purposeful and significant, they are more likely to actively shape their emotions and engage in emotional regulation. This study examines the role of emotional labor in mediating the relationship between calling and its two outcomes – emotional exhaustion and job performance. The data for the study included a sample of 195 teachers from 42 daycare centers. Findings suggest that having a high calling is associated with lower emotional exhaustion and is associated with higher job performance. Also, calling is significantly associated with emotional labor, and in particular, is positively related to deep acting and negatively related to surface acting. Further, results show that both surface acting and deep acting mediate the relationship between calling and its outcomes.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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".