Globaliseringen har lett till en markant ökning av internationella studenter. Tidigare forskning tyder på att det är en utsatt grupp vars behov skiljer sig från nationella studenters. Studiens syfte var att undersöka vilka stressorer som internationella studenter vid Mälardalens universitet upplever, vilka typer av stöd som studenterna upplever bidrar till deras välbefinnande samt vilka stödinsatser de anser saknas. Nio semistrukturerade intervjuer genomfördes som analyserades med tematisk analys. Tre teman relaterades till upplevda stressorer: språkbarriärer, skillnader i kursupplägg samt finansiella stressorer. Fyra teman kopplades till stöd som hjälper: emotionellt stöd, värderande stöd, informativt stöd samt instrumentellt stöd. Resterande två teman relaterades till avsaknad av stöd: bristfällig integration mellan internationella och svenska studenter samt stöd från universitetet. Resultatet visade att de upplevda stressorerna har en direkt eller indirekt påverkan på studenternas välbefinnande, att socialt stöd är väsentligt för stresshantering samt att avsaknaden av stöd ledde till ökade stressnivåer och ett försämrat välbefinnande hos respondenterna.

Idle time is a common phenomenon that prevents employees from performing their core job tasks, with detrimental effects on employee well-being and performance. Drawing on affective events theory, the job demands-resources model, and action regulation theory, this dissertation addresses three main questions: First, how idle time affects employee well-being and performance; second, the mechanisms behind these effects, namely appraisals and affective reactions; and third, the conditions under which idle time may be beneficial for employees. Study 1 (N = 338) showed indirect negative effects of objective idle time on employee well-being through the subjective experience of being idle. Age was negatively and boredom proneness positively associated with subjective idle time. Two experiments in Study 2 (N2a = 445, N2b = 597) demonstrated the detrimental effects of regulation problems on employee well-being and performance, mediated by objective and subjective idle time. Recovery activities buffered the detrimental effects of idle time. In Study 3, a 12-month, five-wave longitudinal study (N = 1,036), the associations of idle time with lower job satisfaction, higher turnover intentions, and higher counterproductive work behavior were mediated by higher boredom. Finally, the results of Study 4, based on the same data as Study 3, showed that the effects of idle time on employee exhaustion and engagement depended on boundary conditions, namely workload and autonomy. For high workload employees, idle time was positively associated with engagement, whereas when autonomy was high, idle time was associated with lower exhaustion and lower engagement. During idle time, relaxation was beneficial, whereas detachment was detrimental regarding employee exhaustion and engagement. Idle time is detrimental to employee well-being and performance, mediated by subjective idle time, boredom, and lack of recovery, respectively. Certain conditions, like high workload or using idle time for relaxation, can make it beneficial for employees. The results provide insights for research, particular in the areas of waiting, interruptions, recovery, and well-being.:Acknowledgments i English Abstract ii German Abstract iii Table of Contents iv List of Tables ix List of Figures x 1 General Introduction 1 2 Study 1: Effects of Idle Time on Well-Being – An Experimental Study 6 2.1 Abstract 6 2.2 Introduction 7 2.3 Idle Time as an Affective Event at Work 9 2.4 Method 11 2.4.1 Open Science 11 2.4.2 Study Design 11 2.4.3 Participants 12 2.4.4 Materials 13 2.4.5 Data Analysis 14 2.5 Results 15 2.5.1 Descriptive Statistics 15 2.5.2 Confirmatory Factor Analysis 15 2.5.3 Manipulation Check 15 2.5.4 Hypothesis Tests 15 2.5.5 Exploratory Results 16 2.6 Discussion 17 2.6.1 Theoretical and Practical Implications 17 2.6.2 Limitations and Future Research 19 2.7 Conclusion 21 2.8 Open Data and Electronic Supplementary Materials (ESM 1) 21 3 Study 2: Idle Time, Recovery, and Work Outcomes: Results of Two Experimental Studies 26 3.1 Abstract 26 3.2 Introduction 27 3.3 Idle Time at Work 29 3.3.1 Antecedents of Idle Time 29 3.3.2 The Consequences of Idle Time 30 3.3.3 The Mechanisms Underlying Effects of Idle Time 31 3.4 Study 1 33 3.4.1 Method 33 3.4.2 Results 36 3.4.3 Discussion 37 3.5 Study 2 37 3.5.1 Method 37 3.5.2 Results 40 3.5.3 Discussion 43 3.6 General Discussion 43 3.6.1 Theoretical and Practical Implications 44 3.6.2 Limitations and Future Research 46 3.7 Conclusion 47 4 Study 3: Is it Bad Because it is Boring? Effects of Idle Time on Employee Outcomes 58 4.1 Abstract 58 4.2 Introduction 59 4.3 The Effects of Idle Time 62 4.3.1 Idle Time and Boredom 63 4.3.2 Boredom and Employee Outcomes 64 4.3.3 Idle Time and Employee Outcomes 65 4.4 Method 66 4.4.1 Participants and Procedure 66 4.4.2 Measures 68 4.4.3 Statistical Analysis 70 4.5 Results 71 4.5.1 Hypothesis Tests 71 4.5.2 Additional Analyses 73 4.6 Discussion 75 4.6.1 Theoretical and Practical Implications 75 4.6.2 Limitations and Future Research 77 4.7 Conclusion 79 5 Study 4: Can Idle Time Serve as a Resource? A Job Demands-Resources Approach 88 5.1 Abstract 88 5.2 Introduction 89 5.3 Theoretical Background and Hypotheses Development 91 5.3.1 The Downsides of Idle Time 91 5.3.2 The Benefits of Idle Time 92 5.4 Method 94 5.4.1 Participants and Procedure 94 5.4.2 Measures 95 5.4.3 Data Analysis 97 5.5 Results 97 5.5.1 Hypothesis Tests 97 5.5.2 Additional Analyses 99 5.6 Discussion 99 5.6.1 Theoretical and Practical Implications 100 5.6.2 Limitations and Future Directions 102 5.7 Conclusion 103 6 General Discussion 109 6.1 Summary 109 6.2 Theoretical Contributions 110 6.2.1 The Consequences of Idle Time 110 6.2.2 The Mechanisms Underlying Idle Time 111 6.2.3 Recovery and Boundary Conditions 112 6.3 Practical Contributions 113 6.4 Limitations and Future Directions 114 6.4.1 Affective Events Theory 114 6.4.2 Event System Theory 115 6.4.3 Action Regulation Theory 116 6.5 Conclusion 117 References 118 Appendix I Theses I Idle Time at Work I Study 1: Effects of Idle Time on Well-Being – An Experimental Study II Study 2: Idle Time, Recovery, and Work Outcomes: Results of Two Experimental Studies II Study 3: Is it Bad Because it is Boring? Effects of Idle Time on Employee Outcomes II Study 4: Can Idle Time Serve as a Resource? A Job Demands-Resources Approach III Conclusion IV References IV Thesen VI Leerlaufzeiten bei der Arbeit VI Studie 1: Auswirkungen von Leerlaufzeiten auf das Wohlbefinden – eine Experiment VII Studie 2: Leerlaufzeit, Erholung und Arbeitsergebnisse: Ergebnisse von zwei experimentellen Studien VII Studie 3: Sind sie schlecht, weil sie langweilig sind? Auswirkungen von Leerlaufzeiten auf Beschäftigte VII Studie 4: Kann Leerlaufzeit als Ressource dienen? Ein Arbeitsanforderungen-Ressourcen-Ansatz VIII Schlussfolgerungen IX Literaturverzeichnis IX Curriculum Vitae XI Publication List XII Selbstständigkeitserklärung XIV Nachweise über die Anteile der Co-Autorschaft: Studie 1 XV Nachweise über die Anteile der Co-Autorschaft: Studie 2 XVI Nachweise über die Anteile der Co-Autorschaft: Studie 3 XVII Nachweise über die Anteile der Co-Autorschaft: Studie 4 XVIII

Previous research has shown that teachers are at risk of experiencing significant work-related stress. Recovery is seen as a way to unwind from work stress caused by a myriad of stressors. This study examines the mechanisms of teacher recovery and their relationship to physical stress symptoms. Fifty high school teachers were recruited to participate from schools in South Florida. Physical stress symptoms were measured using a self-report survey called the Physical Symptoms Inventory (PSI) , which took place directly after the open-ended question portion of the survey. A multiple linear regression analysis was conducted to assess any connection between the appearance of barrier and facilitator related words in the open-ended questions to the rating of physical symptoms. The analysis showed that facilitators did not significantly predict PSI scores (β = -.17, ns). However, barriers did significantly predict PSI scores (β = .49, p < .001). Grounded theory was used alongside theoretical sampling to develop themes related to the barriers and facilitators of recovery from participant open-ended question answers. Data was analyzed and coded using constant comparison tactics. After data analysis, data showed that the most prevalent barriers described by teachers were workload, off-job workload, the constant need to plan, and constant rumination. These results can help pave the way for future research in this area, as well as the development of comprehensive intervention programs used to assist in promoting recovery in teachers.

Most previous research on online social networks (OSNs) has focused on the adoption and continuation of OSN as it is a newer form of social media the usage of which has increased over time. However, very little research has explored the discontinuation of users from OSN usage. Using disengagement theory, this study examines the roles of fear of missing out and addiction along with other factors such as victimization, well-being, privacy concerns, alternative attractiveness, and social influence in the disengagement process from OSN usage. The proposed conceptual model is evaluated using survey design. A preliminary investigation consisting of expert panel review, pretest, and pilot test is conducted to ensure measurement validity. A primary investigation consisting of reliability and validity testing, model fit test (i.e. goodness of fit), common method bias test, and t-test is conducted to ensure validity of structural model. The data are analyzed to recommend the findings. The study found that intention to disengage from OSN leads to actual disengagement, thus, bridging the gap between intention and actual behavior. Attractive alternatives to existing OSN, privacy concerns, and negative psychosocial wellbeing were found to positively influence intention to disengage from a specific OSN. Perceived enjoyment and social influence were found to negatively affect intention disengage from OSN. The findings also indicated that the influence of alternative attractiveness on intention to disengage from an OSN will be moderated by the fear of missing out, such that the influence will be weaker. Similarly, the influence of negative psychosocial well-being on intention to disengage from an OSN will be moderated by the fear of missing out, such that the influence will be weaker. These findings contribute to the information systems and OSN research literature by introducing several theories to expand the concepts of fear of missing out and addiction in studying disengagement process from OSN usage. Besides, there are several implications of this research on practice such as understanding the impact of dark sides of OSNs in a user’s disengagement process from OSN usage.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.