2016, Vol.29, No.4

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67

pISSN : 1229-0718 / eISSN : 2671-6542
https://journal.kci.go.kr/baldal

The purpose of this research was to examine the effects of job-related stress and resilience on work-life balance and the influences of age and number of working-hours on this relationship. A sample of 381 male industrial employees, 31-49 years-old, provided their number of working hours per day and completed a self-report questionnaire composed of items on job-related stress, resilience, and work-life balance. Data were analyzed using 2-way-ANOVA and multiple group comparisons based on structural equation modeling. The results demonstrate that the relationship between job-related stress, resilience and work-life balance is rather complex. First, not age- but working hours-related differences were significant: employees with a large number of working hours showed significantly higher levels of job-related stress, but lower levels of resilience and work-life balance. Second, while job-related stress had a negative effect on resilience and work-life balance, resilience had a positive effect on work-life balance. Third, we observed differential effects for employee’s age, but not for working hours regarding the influence of stress and resilience on work-life balance. Job-related stress was more effective in the younger age group (30s), resilience in the older age group (40s).

Upon experiencing failure, others’ expectation for success can backfire and hurt an individual’s performance when stated explicitly. The current study examined the effects of different types of success expectations (trait- vs. effort-based) that influence children’s performance. Across two experiments, 131 five- and six-year-old children completed a novel and challenging drawing task. After experiencing failure, children in the trait-based expectation condition performed worse than did those in the effort-based and no feedback conditions. These findings suggest that the effects of success expectations vary largely depending on the attribution of the expectations. Theoretically, the current study expands research on theory of intelligence by demonstrating that detrimental effects of trait feedback apply to the domain of success expectations. Practically, the current investigation provides an effective way to encourage children after experiencing failure.

Recent studies on cognitive control have integrated motivational factors into the control process. However, how motivation affects cognitive control processes remains unclear. Based on previous findings, we assumed that the intensity of control would change flexibly with the age difference in value system and the ability to allocate cognitive resources depending on reward value would be well-maintained in older age. In this study, we examined this hypothesis by varying the feedback presented to young and older adults in the Eriksen flanker task which presents three different types of feedback: emotional, monetary, and neutral. Each age group showed their best performance in the feedback condition which was the most appealing to them. This result suggests that the level of control engagement is modulated by reward value and there is no age difference in the ability to allocate the optimal amount of the control resource. These findings provide a novel perspective in understanding individual differences in cognitive control.