Listening

A Possible Dark Side of Listening? Teachers Listening to Pupils Can Increase Burnout

Abstract

A growing body of the literature on interpersonal listening has revealed numerous positive outcomes in the workplace. For example, employees wholisten well are perceived as leaders, perform better at work, gain trust, and succeed in negotiations, among other benefits. However, there is a gap in the literature regarding the potential negative consequences of listening in the workplace, especially when it is effortful and challenging. This study explored the potential relationship between teachers listening to their pupils and burnout. Conducted in 2024, this field study involved 106 middle and high school teachers from Israel. We used multiple regression analysis to control for well-known predictors of job burnout: motivation, job satisfaction, and competence. The results indicated that teachers’ perception of their listening quality significantly and positively predicted job burnout, even whenaccounting for these variables as well as seniority and school-type; 0.24 ≤ βs ≤ 0.36. This study highlights the potential negative consequences of workplace listening and contributes to the less explored aspect of listening in the literature with important implications for work-related outcomes.
Lisa C. Walsh, Christina N. Armenta, Guy Itzchakov, Megan M. Fritz and Sonja Lyubomirsky
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Organizational Behavior and Social Psychology
Although gratitude is typically conceptualized as a positive emotion, it may also induce socially oriented negative feelings, such as indebtedness and guilt. Given its mixed emotional experience, we argue that gratitude motivates people to improve themselves in important life domains. Two single-timepoint studies tested the immediate emotional and motivational effects of expressing gratitude. We recruited employees (n = 224) from French companies in Study 1 and students (n = 1026) from U.S. high schools in Study 2. Participants in both studies were randomly assigned to either write gratitude letters to benefactors or outline their weekly activities (control condition). Expressing gratitude led to mixed emotional experiences (e.g., greater elevation and indebtedness) for employees and students as compared with the control group. Students also felt more motivated and capable of improving themselves, as well as conveyed stronger intentions to muster effort towards self-improvement endeavors.
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Guy Itzchakov, Kenneth G. DeMarree
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Attitudes
Interpersonal contexts can be complex because they can involve two or more people who are interdependent, each of whom is pursuing both individual and shared goals. Interactions consist of individual and joint behaviors that evolve dynamically over time. Interactions are likely to affect people’s attitudes because the interpersonal context gives conversation partners a great deal of opportunity to intentionally or unintentionally influence each other.
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