Emblématique des transformations qui marquent le monde du travail, le télétravail connait en France une progression lente mais constante. Cette forme de travail a donné lieu à de très nombreux travaux qui ont cherché à en appréhender les impacts sur différents aspects (sociaux, organisationnels, individuels, etc.). Dans la perspective d’encourager le développement de travaux de recherche complémentaires et de diffuser les connaissances élaborées dans ce domaine, notre article vise à rendre compte des études qui portent sur les incidences du télétravail, dans son acception contemporaine, sur le travailleur et son entourage dans les domaines professionnel, familial et social. Après avoir présenté des éléments de définition de ce que recouvre le télétravail, les différentes catégories de télétravail et les caractéristiques des télétravailleurs nous ferons état des données chiffrées permettant de situer les structures françaises en matière de télétravail. Nous présenterons, ensuite, les étapes de notre démarche de recension et les critères de choix quant aux publications retenues. Puis, nous évoquerons les résultats d’études qui ont mis en évidence les effets positifs et négatifs, directs et indirects, du télétravail sur le travailleur dans le domaine professionnel mais aussi quant à l’articulation de ses différents domaines de vie et sa qualité de vie. Enfin, à la lumière de la revue réalisée, nous proposerons des perspectives de recherche et des perspectives pratiques relatives à l’accompagnement de la transition vers le télétravail.

The aim of this study is to test a model of online learners' engagement, which integrates social support (from teachers, peers, and family members) and sense of community as direct and indirect factors, with academic self-efficacy playing a mediating role. Survey results based on a questionnaire administered to 255 students enrolled in an online university course confirm, but only partially, our hypothesized model. Path analysis revealed that social support provided by teachers was the only interindividual factor that influenced students' engagement. Moreover, the sense of community was also a significant direct predictor of online learners' engagement. Finally, self-efficacy functioned as a mediator only between the sense of community and engagement.

During the Covid-19 pandemic, people started teleworking intensively, which has led to some benefits in terms of economic continuity, but also some complaints. International teams of scholars have pointed out the new work-related challenges, underlining leaders’ role in successfully managing them. This study aimed at investigating the role of destructive leadership in the job demands–resources and recovery model during the Covid-19 pandemic. In detail, this study intended to assess (1) whether destructive leadership is positively associated with off-work-hours technology-assisted job demand (off-TAJD) and cognitive demands, as well as whether it decreases autonomy, (2) whether two demands—off-TAJD and cognitive demands—and two resources—social support and autonomy—are respectively negatively and positively related to recovery, and (3) whether recovery mediates the relationship between demands, resources, and exhaustion. A total of 716 French remote workers (61% were women) took part in this study. Data were collected using a self-report questionnaire. A multi-group structural equation model was used to test the hypotheses. The findings confirmed a significant association between destructive leadership, the two job demands, and autonomy; furthermore, all three variables mediated the relationship between destructive leadership and recovery. The findings showed the key role played by recovery as a mediator between, on one hand, off-TAJD, cognitive demands, autonomy, and social support, and, on the other hand, exhaustion. This study highlighted the role of destructive leadership, job resources, job demands, and recovery as determinants of exhaustion, illustrating their relationships in a sample of remote workers. Practical implications are discussed.

Many studies have analyzed the uses of information and communication technologies (ICTs) for work, with some focusing on use at the office and others on use outside the traditional workplace and workday. However, there is little research encompassing all work uses of ICTs, both in and out of the office, and on the ways in which they affect employees’ attitudes toward their work and quality of life. Thus, the present study aims to (a) explore the links between intensity, places, and time periods of using the Internet for work; (b) examine whether Internet uses for work are related to the perceived impact of work on personal life, work engagement, and Internet addiction. An empirical study was conducted based on a questionnaire survey of 502 executives. We measured their use of the Internet for business purposes both in and outside of the standard workday/workplace; the perceived impact of work on their personal life; their work engagement; and their relationship to the Internet. Four categories of Internet use for work were identified (Cluster analysis). They differed with respect to intensity, places, and time periods dedicated to Internet uses (at standard workplace, at home, while traveling; during a typical workday, a day off, or vacation). The results obtained from Multinomial Logistic Regression show that technological devices provided by the employer and personal uses of the Internet are related to the intensity, places, and time periods of executives’ work-related Internet uses. Furthermore, ANCOVAs reveal that high-intensive, extensive, and porous Internet uses for work appear to foster the permeability between work and personal life, diminish managers’ dedication and vigor at work, and favor Internet addiction. Based on these findings, we discuss the importance of the “right to disconnect” and prevention programs regarding Internet uses, two major issues that attract the attention of organizations as well as public health authorities.