Effort and Reward Effects
Appreciation and Self-Rated Performance in e-Internships
Bibliographic Data
| ID | 13026402 |
|---|---|
| Authors | Debora Jeske (0000-0002-4779-9345, University College Cork, corresponding author), Carolyn Axtell (0000-0002-4125-6534, University of Sheffield) |
| Year | 2017 |
| Volume | 6 |
| Issue | 4 |
| Pages | 154-154 |
| Publication date | 2017-12-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci6040154 |
| OpenAlex | W2777313716 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
As new work and internship options arise, educators, employers and students seek information about the learning benefits of these new arrangements. This is also the case in terms of e-internships. The purpose of this study was to assess the merit of the effort-reward imbalance model to understand appreciation and performance as reported by the e-interns (also known as virtual interns). The study involved a cross-sectional sample of e-interns. The sample was recruited using the snowball technique and two specialized internship portals. Participants were grouped into a number of conditions. Effort conditions depended on participants’ reported goal clarity and satisfaction with support. Reward conditions were determined based on the (un-)availability of training and payment in e-internships. When participants fell into high effort or low reward conditions, they reported lower perceived performance. They also felt less valued. The reverse pattern was observed when participants completed their internship under low effort and high reward conditions. By identifying conditions under which e-interns will report higher performance and appreciation, employers are provided with starting points for the design and reward practices. In addition, the results suggest that e-internships may share similar characteristics of traditional internships which may similarly vary in terms of the value and rewards they bring to interns
Cognitive psychology · Internship · Medical education · Applied Psychology · Employer Branding and e-HRM · Human Resource Development and Performance Evaluation · Job Satisfaction and Organizational Behavior · Medicine · Psychology · Social Psychology
Assessing student satisfaction with virtual internship programs in tertiary institutions
Engineering Students’ Industrial Internship Experience Perception and Satisfaction
Equity and online work integrated learning
Understanding factors shaping engagement in remote internships
Student and educator perspectives on equity and online work integrated learning
Issues and Strategies for Reducing the Length of Self‐report Scales
An empirical test of a new theory of human needs
Technostress
Misunderstanding analysis of covariance.
Adverse health effects of high-effort/low-reward conditions.
Prosocial Motivation
A review of empirical studies on the model of effort–reward imbalance at work
E-Internships
Mentor–protege diversity and its impact on international internship experiences
Intrinsic and Extrinsic Motivations
Job strain, effort-reward imbalance and employee well-being
A Meta-Analysis of Cronbach's Coefficient Alpha
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |