The Active learning hypothesis of the job-demand-control model : an experimental examination

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      <subfield code="a">Häusser, Jan Alexander</subfield>
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      <subfield code="a">The Active learning hypothesis of the job-demand-control model</subfield>
      <subfield code="b">: an experimental examination</subfield>
      <subfield code="c">Jan Alexander Häusser, Stefan Schulz-Hardt, Andreas Mojzisch</subfield>
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      <subfield code="a">The active learning hypothesis of the jobdemandcontrol model [Karasek, R. A. 1979. Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign. Administration Science Quarterly 24: 285307] proposes positive effects of high job demands and high job control on performance. We conducted a 2 (demands: high vs. low) × 2 (control: high vs. low) experimental office workplace simulation to examine this hypothesis. Since performance during a work simulation is confounded by the boundaries of the demands and control manipulations (e.g. time limits), we used a post-test, in which participants continued working at their task, but without any manipulation of demands and control. This post-test allowed for examining active learning (transfer) effects in an unconfounded fashion. Our results revealed that high demands had a positive effect on quantitative performance, without affecting task accuracy. In contrast, high control resulted in a speedaccuracy tradeoff, that is participants in the high control conditions worked slower but with greater accuracy than participants in the low control conditions.</subfield>
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      <subfield code="t">Ergonomics : the international journal of research and practice in human factors and ergonomics</subfield>
      <subfield code="d">Oxon [United Kingdom] : Taylor & Francis, 2010-</subfield>
      <subfield code="x">0014-0139</subfield>
      <subfield code="g">06/01/2014 Volumen 57 Número 1 - enero 2014 </subfield>
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