Effects of Work-Life Balance Training Programs on Employee Job Motivation: A Quantitative Analysis
Bibliographic record
Abstract
This study aims to evaluate the efficacy of work-life balance training on improving job motivation among employees, utilizing a controlled experimental design to assess changes over time and sustainment of these changes post-intervention. A total of 40 participants were divided equally into experimental and control groups. The experimental group received work-life balance training, while the control group did not. Job motivation was measured for both groups at three time points: pre-test, post-test, and follow-up (three months post-intervention), using standardized questionnaires. Descriptive statistics and Analysis of Variance (ANOVA) with repeated measurements, followed by Bonferroni Post-Hoc tests, were employed to analyze the data. The experimental group showed a significant increase in job motivation from the pre-test (M=92.40, SD=20.10) to the post-test (M=110.73, SD=22.15), which was sustained at the follow-up (M=110.09, SD=22.49). In contrast, the control group's job motivation scores remained stable and showed no significant improvement. ANOVA results confirmed significant effects of time, group, and time × group interaction on job motivation, indicating the positive impact of the work-life balance training. Work-life balance training significantly improves job motivation among employees, with effects that are maintained over a medium-term period. This suggests that such interventions can be an effective strategy for organizations looking to enhance employee well-being and job motivation.
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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 | 0.002 |
| 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".