Changes in belongingness, meaningful work, and emotional exhaustion among new high‐intensity telecommuters: Insights from pandemic remote workers
Bibliographic record
Abstract
Abstract The COVID‐19 pandemic has thrust millions of workers into high‐intensity telecommuting. While much research has examined the first months of the pandemic, little is known about how workers have responded to this new work arrangement over time. The stressor‐reaction perspective suggests that any strain related to the physical separation from coworkers may persist as long as the stressor is present, while the adaptation perspective implies that individuals adopt new behaviours that help them adjust once the initial shock is over. This research examines the changes in work belongingness, meaningful work, and emotional exhaustion following a shift to high‐intensity telecommuting, between September 2020 and March 2021. We conducted a four‐wave study among an organizational sample of 716 workers who transitioned to high‐intensity telecommuting during the pandemic. Latent growth modelling analyses showed that new high‐intensity telecommuters experienced declines in work belongingness over time, which in turn led to decreased perceptions that their work was meaningful and increased emotional exhaustion, supporting the stress‐reaction perspective. Contrary to theoretical predictions, trajectories were worse for those with a higher initial affective commitment to coworkers. We discuss how our findings can inform scholars and practitioners about the unfolding consequences of a collective shift to high‐intensity telecommuting.
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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 | 0.000 | 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".