title: The active learning hypothesis of the job-demand-control model: an experimental examination.
abstract: The active learning hypothesis of the job-demand-control model [Karasek, R. A. 1979. "Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign." Administration Science Quarterly 24: 285-307] 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 speed-accuracy tradeoff, that is participants in the high control conditions worked slower but with greater accuracy than participants in the low control conditions.
authors.affiliation: a Social Psychology Unit, Institute of Psychology, University of Hildesheim , Marienburger Platz 22, D-37141 Hildesheim , Germany.
authors.forename: Jan Alexander
authors.initials: JA
authors.lastname: Häusser
authors.forename: Stefan
authors.initials: S
authors.lastname: Schulz-Hardt
authors.forename: Andreas
authors.initials: A
authors.lastname: Mojzisch
mesh_terms: D005260:Female; D006801:Humans; D007389:Internal-External Control; D008297:Male; D018794:Problem-Based Learning; D011582:Psychological Theory; D013315:Stress, Psychological / Q000209:etiology; D013647:Task Performance and Analysis; D016526:Workload / Q000523:psychology*; D017132:Workplace / Q000523:psychology; D055815:Young Adult