During the COVID‐19 pandemic, universities worldwide are going into ‘emergency mode’—radically transforming education by switching to online and e‐learning education. In the face of these emergent changes, many academic teachers who are unwilling to use e‐learning or who lack the appropriate competences are suddenly being forced to teach via electronic devices and the Internet. But how will this COVID‐19 forced e‐learning influence academic teachers' motivation and performance? In this conceptual paper, drawing from Job Characteristics Theory—a model of human work motivation, we would like to discuss the possible changes in six motivational job characteristics of the academic teacher's job (task identity, task significance, skill variety, feedback, autonomy, social dimensions of the work) caused by COVID‐19 forced e‐learning. Our concise conceptual elaboration might spark a debate on the possible unintended consequences of COVID‐19 forced e‐learning.

Work engagement as a predictor of health is an emerging concept in occupational science and the Utrecht Work Engagement Scale (UWES) is the most popular work engagement measurement tool. However, despite its popularity, the UWES is not free from controversy concerning its factorial validity. In...

Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation, but it might largely change characteristics of academic teachers’ jobs and, thus, have some unintended consequences for teachers’ motivating job potential. In this study, using a convenience sample of 202 academic teachers, we tested and supported the hypothesis that academic teachers perceived their motivating job potential as lower during the forced Covid-19 e-learning than before it. We also provided evidence that motivating potential of work during the forced Covid-19 e-learning is associated with work engagement and job satisfaction. Moreover, we provided a modicum of evidence that the relationship between the motivating job potential and academic teachers’ job satisfaction might be moderated by teachers’ assessment of university management actions during the Covid-19 situation, such that this association seems to be stronger among teachers who more positively assess university management. Our results provided initial evidence of possible unintended consequences of the pandemic-forced e-learning for academic teachers. Therefore, we suggested that socially sustainable e-learning required not only concentration on students and organizations of the education process but also on improving the teachers’ motivating job potential.

This article aims to gain insight into the phenomenon of occupational burnout among employees with autism based on the theoretical framework of the Job Demands-Resources theory and the literature on employees with autism in the workplace. Firstly, we argue that although the resources and demands of the neurotypical and neurodivergent employees might be different, the theoretical mechanism of occupational burnout formation remains similar among the neurotypical and neurodivergent employees, leading to the similar burnout experience. Next, we distinguish key demands that might drain neurodiverse employees’ energy, and spark burnout, and propose a set of resources that might foster their achievement of work goals and mitigate demanding working conditions. We emphasise that the nature of job demands/resources that may cause burnout is not universal but might depend on how employees evaluate them, thus neurotypical and neurodiverse workers who evaluate the same work characteristics differently might complement each other, increasing organisational diversity without losing productivity. Our conceptual elaboration contributes to the theory and practice of healthier workplaces by providing tools and inspiration to managers, policymakers, and all stakeholders interested in creating a diverse and productive workplace. Moreover, our work might spark a much needed debate on occupational burnout among employees with autism and encourage conducting further empirical studies.

What role do financial rewards play as predictors of work engagement? To address this question, based on the Job Demands-Resources Theory (JD-R), the relationship between financial rewards and work engagement on a large sample (N = 1201) of multi-occupational employees was investigated. Through three steps of hierarchical regression, salary, fringe benefits, and bonuses were added to a JD-R model predicting work engagement via job resources and job demands; however, this did not lead to any significant improvement in model fit, and all new predictors were not significant. It may be concluded that financial rewards do not explain an additional amount of variance in work engagement over job demands and job resources. These results offer insights into the relationship between financial rewards and work engagement, and suggest that there is insufficient evidence to claim that pay, benefits, and bonuses are related to employee work engagement level.

Work engagement, as conceptualized by the Utrecht Work Engagement Scale (UWES), is a work-related positive state of mind that is characterized by vigour, dedication and absorption; however, it still remains unclear how many dimensions work engagement comprises. This study tested the factorial validity of 11 different UWES factorial models that are available in the literature using a confirmatory factor analysis approach on a large sample of multi-occupational Polish employees (N = 1420). The two-factor UWES-6, comprising vigour and dedication, was found to be reliable and remained invariant across samples drawn from four different organizational positions. It also presented a better fit than the three-factor UWES-9, which is a scale used as a standard in contemporary research on work engagement. The findings suggest that the three-factor UWES-9 might not be an optimal measure of work engagement in Poland.