TY - JOUR A1 - Blanz, Mathias T1 - Employees’ Job Satisfaction: A Test of the Job Characteristics Model Among Social Work Practitioners JF - Journal of Evidence-Informed Social Work N2 - The present article describes an investigation of the Job Characteristics Model (JCM) by Hackman and Oldham (1976) for the prediction of job satisfaction of employees in social work areas. While there is considerable evidence for the JCM with respect to profit-oriented organizations, it was tested whether it can also be applied to the non-profit sector. The present study surveyed 734 holders of jobs in social work in Germany in order to assess their job satisfaction and the core variables of the JCM (i.e., the five job characteristics and the three psychological states). Regression and mediation analyses were used to examine the relations between these variables. The results showed that the expected relations were remarkably in accordance with the findings from the for-profit sector. All model variables correlated positively with job satisfaction, with the psychological states showing higher coefficients than the job characteristics. In addition, the influence of job characteristics on job satisfaction was significantly mediated through the psychological states. These findings were supported by a replication study. Implications of the JCM for practice, in particular for assessment and interventions in social work organizations, are discussed. KW - Social work employees KW - job satisfaction KW - nonprofits KW - job characteristics model KW - job design Y1 - 2017 U6 - https://doi.org/http://dx.doi.org/10.1080/23761407.2017.1288187 VL - 14 IS - 1 SP - 35 EP - 50 ER - TY - JOUR A1 - Schweighart, Roxana A1 - Kruck, Sebastian A1 - Blanz, Mathias T1 - Taking Drugs for Exams: An Investigation with Social Work Students JF - Social Work Education N2 - The present study carried out in Germany is concerned with social work students' consumption of either non-prescribed medicine (e.g. amphetamine) or illegal drugs (such as cocaine) to improve their cognitive performance (neuroenhancement) during examinations. In the main study (n = 257), 16% reported to have consumed such substances, including more men than women and more older than younger students. The use of drugs was neither influenced by study-related variables (e.g. performance pressure) nor parent-related factors (e.g. high-performance expectations). However, as expected by the Theory of Planned Behavior, there were impacts of (1) students' belief in the supposed effectiveness of neuroenhan-cers, (2) their affiliation to a 'doping' student minority group, and (3) the possibility and situational ease of procurement of such substances. The conclusions were supported by a replication study (n = 444). Finally, implications of these results for social work education are discussed. Y1 - 2021 U6 - https://doi.org/http://doi.org/10.1080/02615479.2020.1857352 SN - 1470-1227 VL - 40 IS - 6 SP - 737 EP - 755 PB - Taylor & Francis CY - Philadelphia, USA ER - TY - JOUR A1 - Blanz, Mathias ED - Ozimek, Phillip ED - Bierhoff, Hans-Werner ED - Rohmann, Elke ED - Hanke, Stephanie T1 - Kommunikation JF - Angewandte Sozialpsychologie - Ein Lehrbuch Y1 - 2022 SN - 978-3-17-038430-9 SP - 56 EP - 71 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Blanz, Mathias T1 - How do study satisfaction and academic performance interrelate? T1 - Wie hängen Studienzufriedenheit und Studienleistung miteinander zusammen? BT - An investigation with students of Social Work programs BT - Eine Untersuchung mit Studierenden unterschiedlicher Studiengänge der Sozialen Arbeit JF - European Journal of Social Work N2 - An investigation of study satisfaction and academic performance in the study of Social Work is reported (N=514). The results show that satisfaction (a scale based on 13 items) and performance (undergraduate course marks) hardly correlate with each other (r=−0.05) and are influenced by different variables. Whereas study satisfaction is determined by ‘noncognitive’ factors such as motivation and course organization, academic performance is influenced by ‘cognitive' factors such as final school grade and students' learning behavior. Satisfied and/or successful students are more motivated to complete their course of study within the regular period and to work later as social workers. Vocational training or a university degree before studying Social Work does not affect satisfaction or performance. The findings are discussed in relation to optimal study management and selection criteria. N2 - Es wird über eine Untersuchung von Studienzufriedenheit und Studienleistung im Studium der Sozialen Arbeit berichtet (N= 514). Die Ergebnisse zeigen, daß Studienzufriedenheit (eine Skala mit 13 Einzelitems) und Studienleistung (Noten im ersten Studienabschnitt) kaum miteinander korrelieren (r=−0.05) und von unterschiedlichen Variablen beeinflußt werden. Während die Studienzufriedenheit von “nicht-kognitiven” Faktoren wie die Studienmotivation und Studienorganisation bestimmt wird, wird die Studienleistung von “kognitiven” Faktoren wie die Schulabschlußnote und das Lernverhalten beeinflußt. Zufriedene und/oder leistungsstarke Studierende sind stärker motiviert, das Studium im Rahmen der Regelstudienzeit zu beenden und später als SozialpädagogInnen tätig zu werden. Eine Berufsausbildung oder ein abgeschlossenes Studium vor dem Beginn des Studiums der Sozialen Arbeit beeinflussen weder die Studienzufriedenheit noch die Studienleistung. Die Befunde werden in Bezug auf ein Qualitätsmanagement im Studium und die Frage nach einer optimalen Auswahl von Studienplatzbewerbern diskutiert. Y1 - 2014 U6 - https://doi.org/https://doi.org/10.1080/13691457.2013.784190 VL - 17 IS - 2 SP - 281 EP - 292 ER - TY - JOUR A1 - Ziegler, Isabell A1 - Blanz, Mathias T1 - Digitale Gemeinheiten BT - Cybermobbing in Sozialen Online-Netzwerken JF - Computer + Unterricht N2 - Der Artikel erläutert, was man unter Cybermobbing versteht, welche Formen man findet und was die digitale Version des Mobbing besonders problematisch macht. Darüber hinaus machen die Autoren deutlich, welche Folgen Cybermobbing für die Opfer, aber auch für die Täterinnen und Täter hat und wie man intervenieren kann. Darüber hinaus findet man im Artikel Anregungen sowie Material- und Linktipps zur Prävention von und zum Umgang mit Cybermobbing. Y1 - 2014 VL - 24 IS - 95 SP - 26 EP - 29 ER - TY - JOUR A1 - Ziegler, Isabell A1 - Blanz, Mathias ED - Bertsche, Oliver ED - Como-Zipfel, Frank T1 - Cybermobbing JF - Digital-interaktive Medien und Soziale Arbeit – Diskurse, Optionen, Risiken Y1 - 2014 SP - 221 EP - 247 PB - ZKS Verlag CY - Coburg ER - TY - BOOK A1 - Blanz, Mathias A1 - Florack, Arnd ED - Piontkowski, Ursula T1 - Kommunikation BT - Eine interdisziplinäre Einführung Y1 - 2014 SN - 978-3-17-021992-2 PB - Kohlhammer CY - Stuttgart ER -