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Blomberg, S., Rosander, M. & Einarsen, S. V. (2024). Role ambiguity as an antecedent to workplace bullying: Hostile work climate and supportive leadership as intermediate factors. Scandinavian Journal of Management, 40(2), Article ID 101328.
Open this publication in new window or tab >>Role ambiguity as an antecedent to workplace bullying: Hostile work climate and supportive leadership as intermediate factors
2024 (English)In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 40, no 2, article id 101328Article in journal (Refereed) Published
Abstract [en]

Previous studies have shown role stress to be an important antecedent of workplace bullying. The present study investigated when and how a long-term effect of role ambiguity on exposure to bullying may be present. Based on the work environment hypothesis, we hypothesized that (a) there is a long-term effect of role ambiguity on exposure of bullying, (b) that this relationship is mediated by hostile work climate, and (c) moderated by supportive leadership. Using a three-wave design, with a time lag of 41–45 months, we showed support for all three hypotheses. The study underscores the importance of clear work-related roles as well as the importance of supportive leadership to prevent the onset of bullying following role stress and hostile climates.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Hostile work climate; Mediated moderation; Role ambiguity; Supportive leadership; Workplace bullying
National Category
Applied Psychology
Identifiers
urn:nbn:se:liu:diva-201373 (URN)10.1016/j.scaman.2024.101328 (DOI)
Note

Funding agencies: The AFA Insurrance under Grant number 160285, and the Swedish Research Council for Health, Working life and Welfare under Grant number 2019-01232.

Available from: 2024-03-05 Created: 2024-03-05 Last updated: 2024-03-08
Rosander, M. & Nielsen, M. B. (2023). Perceived ability to defend oneself against negative treatment at work: Gender differences and different types of bullying behaviours. Applied Psychology: an international review, 72(4), 1430-1448
Open this publication in new window or tab >>Perceived ability to defend oneself against negative treatment at work: Gender differences and different types of bullying behaviours
2023 (English)In: Applied Psychology: an international review, ISSN 0269-994X, E-ISSN 1464-0597, Vol. 72, no 4, p. 1430-1448Article in journal (Refereed) Published
Abstract [en]

A lack of ability to defend oneself against bullying behaviour is considered a defining aspect of workplace bullying. The aim of the present study was to investigate the effects perceived ability to defend has on exposure to bullying behaviour, and whether there are gender differences as well as differences regarding the type of bullying behaviour one is exposed to. The study is based on a longitudinal probability sample drawn from the whole Swedish workforce. The final sample size (394 participants, 43% men and 57% women) included only those who responded at both time points and who reported exposure to at least one bullying behaviour. The results showed that perceived ability to defend oneself only had a protective effect on bullying behaviours for male targets exposed to direct types of bullying behaviours. The study is an important contribution to the understanding of workplace bullying as a concept by showing that the perception of being able to protect oneself from bullying behaviour, in most cases, has little or no effect on the levels of bullying behaviour, and thereby on further escalation of the exposure, especially for women. An implication of the results is that organisations and employers must actively intervene in the early stages of the bullying process rather than believing that the targeted worker is able to deal with or withstand the exposure on their own.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
bullying behaviours; escalation; gender differences; harassment; Sweden; work and organisational psychology; workplace mistreatment
National Category
Applied Psychology
Identifiers
urn:nbn:se:liu:diva-190110 (URN)10.1111/apps.12443 (DOI)000879090800001 ()
Note

Funding Agencies|Swedish Research Council for Health, Working life and Welfare [2019-01232]

Available from: 2022-11-23 Created: 2022-11-23 Last updated: 2023-11-30Bibliographically approved
Zahlquist, L., Hetland, J., Notelaers, G., Rosander, M. & Einarsen, S. V. (2023). When the Going Gets Tough and the Environment Is Rough: The Role of Departmental Level Hostile Work Climate in the Relationships between Job Stressors and Workplace Bullying. International Journal of Environmental Research and Public Health, 20(5), Article ID 4464.
Open this publication in new window or tab >>When the Going Gets Tough and the Environment Is Rough: The Role of Departmental Level Hostile Work Climate in the Relationships between Job Stressors and Workplace Bullying
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2023 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 20, no 5, article id 4464Article in journal (Refereed) Published
Abstract [en]

In line with the work environment hypothesis, the present study investigates whether department-level perceptions of hostile work climate moderate the relationship between psychosocial predictors of workplace bullying (i.e., role conflicts and workload) and exposure to bullying behaviours in the workplace. The data were collected among all employees in a Belgian university and constitutes of 1354 employees across 134 departments. As hypothesized, analyses showed positive main effects of role conflict and workload on exposure to bullying behaviours. In addition, the hypothesized strengthening effect of department-level hostile work climate on the relationship between individual-level job demands and individual exposure to bullying behaviours was significant for role conflict. Specifically, the positive relationship between role conflict and exposure to bullying behaviours was stronger among employees working in departments characterized by a pronounced hostile work climate. In contrast to our predictions, a positive relationship existed between workload and exposure to bullying behaviours, yet only among individuals in departments with low hostile work climate. These findings contribute to the bullying research field by showing that hostile work climate may strengthen the impact of role stress on bullying behaviours, most likely by posing as an additional distal stressor, which may fuel a bullying process. These findings have important theoretical as well as applied implications.

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
role conflict, workload, hostile work climate, workplace bullying
National Category
Applied Psychology
Identifiers
urn:nbn:se:liu:diva-194991 (URN)10.3390/ijerph20054464 (DOI)
Available from: 2023-06-14 Created: 2023-06-14 Last updated: 2023-06-14
Rosander, M. & Nielsen, M. B. (2023). Witnessing Bullying at Work: Inactivity and the Risk of Becoming the Next Target. Psychology of Violence, 13(1), 34-42
Open this publication in new window or tab >>Witnessing Bullying at Work: Inactivity and the Risk of Becoming the Next Target
2023 (English)In: Psychology of Violence, ISSN 2152-0828, E-ISSN 2152-081X, Vol. 13, no 1, p. 34-42Article in journal (Refereed) Published
Abstract [en]

Objective: Bullying is a form of psychological violence defined as a prolonged, systematic mistreatment at work where the victim has difficulties defending themself. While the antecedents and consequences for those exposed to workplace bullying are well known, little is known about the consequences for bystanders who intervene when witnessing bullying of others. To fill this knowledge gap, this study examines the risk of bystanders becoming the next target of workplace bullying if they intervene or remain inactive. Method: The study is based on a longitudinal probability sample of the Swedish workforce (n = 788). To assess new victims of bullying, respondents bullied at baseline were excluded from the analyses. The analyses were adjusted for sex, age, place of birth, education, employment period at the current place of work, managerial position, mental health problems, and unclear roles in the organization. Results: The results showed no increased risk of becoming a new victim of bullying for respondents who had actively intervened when witnessing bullying of others. In contrast, respondents who remained inactive had a threefold risk of becoming a victim of bullying at follow-up. Conclusions: The findings point to the importance of intervening when witnessing bullying, both for the victim and for oneself, and that this may help the organization become a safer workplace.

Place, publisher, year, edition, pages
American Psychological Association (APA), 2023
Keywords
workplace violence; aggression; mistreatment; bystander; intervening
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-182068 (URN)10.1037/vio0000406 (DOI)000733148000001 ()
Note

Funding Agencies|AFA Insurance [160285]; Swedish Research Council for Health, Working life and WelfareSwedish Research CouncilSwedish Research Council for Health Working Life & Welfare (Forte) [2019-01232]

Available from: 2022-01-03 Created: 2022-01-03 Last updated: 2023-06-14
Rosander, M., Hetland, J. & Einarsen, S. V. (2023). Workplace bullying and mental health problems in balanced and gender-dominated workplaces. Work & Stress, 37(3), 325-344
Open this publication in new window or tab >>Workplace bullying and mental health problems in balanced and gender-dominated workplaces
2023 (English)In: Work & Stress, ISSN 0267-8373, E-ISSN 1464-5335, Vol. 37, no 3, p. 325-344Article in journal (Refereed) Published
Abstract [en]

We investigate risks of exposure to workplace bullying and related mental health outcomes for men and women when being in a gender minority as opposed to working in a gender-balanced working environment or when belonging to a gender majority. Based on a social identity perspective, we tested hypotheses about the risks of bullying and differences in the increase in mental health problems in a probability sample of the Swedish workforce in a prospective design. The results showed an increased risk of bullying and an increase in mental health problems as an outcome for men when in a gender minority, however, there were no corresponding risks for women. The risks for men were most obvious for person-related negative acts and for anxiety as an outcome. Social identity may clarify why a minority might be more at risk as well as the outcome it may lead to. Deviating from the group prototype may be perceived as a threat to the group alienating the target and opening up for sanctions. The observed gender differences may further be understood using social role theory. Men in female-dominated workplaces may deviate more from the expected traditional gender role and may be more susceptible to sanctions and suffer graver consequences as a result. The outcomes may be more severe if exposed to person-related acts compared to acts related to ones work.

Place, publisher, year, edition, pages
Taylor & Francis Ltd, 2023
Keywords
workplace bullying; mental health problems; gender; minority; social identity theory; social role theory
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-189473 (URN)10.1080/02678373.2022.2129514 (DOI)000865237300001 ()
Note

Funding Agencies|Swedish Research Council for Health, Working life and Welfare [2019-01232]

Available from: 2022-10-25 Created: 2022-10-25 Last updated: 2023-11-14Bibliographically approved
Forslund Frykedal, K., Rosander, M., Barimani, M. & Berlin, A. (2022). Cooperative learning in parental education groups – child healthcare nurses’ views on their work as leaders and on the groups. Children's health care, 51(1), 20-36
Open this publication in new window or tab >>Cooperative learning in parental education groups – child healthcare nurses’ views on their work as leaders and on the groups
2022 (English)In: Children's health care, ISSN 0273-9615, E-ISSN 1532-6888, Vol. 51, no 1, p. 20-36Article in journal (Refereed) Published
Abstract [en]

New parents are offered parental education groups as a way to support their transition to parenthood. Interactive approaches in these groups are of importance, but studies have reported a lack of activities that support interaction. Cooperative learning is a structured method when working with groups and based on five elements essential to maximizing the cooperative potential of groups. The aim was to investigate the leadership skills of child healthcare nurses as leaders for parental education groups, their ideas about creating conditions for well-functioning groups, and what is required to achieve this. The results were analyzed and discussed using social interdependence theory as a framework and especially the five elements of cooperative learning. Further, the study used a qualitative descriptive design, and eight qualitative interviews were analyzed deductively using thematic analysis. The results showed that in their narratives the nurses display vocational knowledge and describe conditions important for their groups from a cooperative learning perspective. Nevertheless, the results indicate that the nurses had difficulty explicitly instructing parents to use their personal experiences and social skills to get groups to function effectively. Knowledge developed in the workplaces from the experience of leading groups is mostly implicit, and formal knowledge and awareness of leadership is necessary for development of the role.

Place, publisher, year, edition, pages
Routledge; Taylor & Francis, 2022
Keywords
Child healthcare nurses, cooperative learning, leadership, parental education groups, social interdependence theory
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-178172 (URN)10.1080/02739615.2021.1949319 (DOI)000678973400001 ()2-s2.0-85111690617 (Scopus ID)
Funder
Swedish Research Council, 2016-03550
Note

Funding: Swedish Research CouncilSwedish Research CouncilEuropean Commission [2016-03550]

Available from: 2021-08-10 Created: 2021-08-10 Last updated: 2022-03-10
Rosander, M., Salin, D. & Blomberg, S. (2022). The last resort: Workplace bullying and the consequences of changing jobs. Scandinavian Journal of Psychology, 63(2), 124-135
Open this publication in new window or tab >>The last resort: Workplace bullying and the consequences of changing jobs
2022 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 63, no 2, p. 124-135Article in journal (Refereed) Published
Abstract [en]

This study investigated the consequences of changing jobs for employees subjected to workplace bullying. First, we hypothesized that bullied employees would be more likely to change jobs than non-bullied employees. Moreover, we hypothesized that changing jobs would result in a reduction of exposure to bullying behaviors and an alleviation of mental health problems for those bullied at baseline. The study was based on a longitudinal probability sample of the whole Swedish workforce (n = 1,095). The time lag was 18 months. The results supported all hypotheses except one. Those employees who were bullied at baseline were more likely to have changed jobs at follow-up. Also, for the changers there was a reduction in exposure to subsequent bullying. The actual drop in exposure to bullying behaviors was significant and substantial. This gives further support for the work environment hypothesis, suggesting the work context may be a more important cause than individual characteristics. As for mental health problems, the association between bullying and subsequent anxiety was not significant for those changing jobs, suggesting that leaving a toxic workplace may reduce anxiety relatively quickly. However, depression symptoms were not affected by the change of jobs, and the association between bullying and subsequent depression was the same 18 months later. The conclusion is that changing jobs can be a useful, last resort on an individual level, improving the situation for the victim of bullying. However, it is important to note that it does not solve any underlying organizational problems and risk factors.

Place, publisher, year, edition, pages
Wiley, 2022
Keywords
Workplace bullying; job change; mental health problems; anxiety; depression; employee turnover
National Category
Applied Psychology
Identifiers
urn:nbn:se:liu:diva-182627 (URN)10.1111/sjop.12794 (DOI)000744947900001 ()35060628 (PubMedID)
Note

Funding Agencies|AFA Insurance [160285]; Swedish Research Council for Health, Working life and WelfareSwedish Research CouncilSwedish Research Council for Health Working Life & Welfare (Forte) [2019-01232]

Available from: 2022-02-01 Created: 2022-02-01 Last updated: 2023-12-05Bibliographically approved
Rosander, M. & Blomberg, S. (2022). Workplace bullying of immigrants working in Sweden. International Journal of Human Resource Management, 33(14), 2914-2938
Open this publication in new window or tab >>Workplace bullying of immigrants working in Sweden
2022 (English)In: International Journal of Human Resource Management, ISSN 0958-5192, E-ISSN 1466-4399, Vol. 33, no 14, p. 2914-2938Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate the risks of being bullied at work based on country of birth, and compared to natives. We used a representative sample of the Swedish workforce collected in the autumn of 2017 (n=1856). The results showed a more than doubled risk of being bullied for the foreign-born. Coming from a culturally dissimilar country, the risk of becoming a victim of bullying was almost fourfold. The increased risk was only for person-related bullying, indicating a risk of being excluded from the social work environment. From a social identity perspective, foreign-born is a salient out-group easy to single out and with a predatory bullying origin they easily become the scapegoat of the group or just an easy target of frustration. There was a greater risk associated with self-labelling as bullied than with the behavioural experience method. Self-labelling could possibly be construed as a mix of exposure to bullying behaviours, and being discriminated against, making it a less suitable method when studying bullying for minorities. The study shows the importance of working with these issues. It severely affects both individuals and the organization in which the negative treatment is occurring. 

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Workplace bullying, immigrants, social exclusion, harassment
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-173822 (URN)10.1080/09585192.2021.1891113 (DOI)000626750700001 ()2-s2.0-85102169554 (Scopus ID)
Note

Funding: AFA Insurance [160285]; Swedish Research Council for Health, Working life and WelfareSwedish Research CouncilSwedish Research Council for Health Working Life & Welfare (Forte) [2019-01232]

Available from: 2021-03-09 Created: 2021-03-09 Last updated: 2022-09-29Bibliographically approved
Forslund Frykedal, K., Hammar Chiriac, E. & Rosander, M. (2021). Efficacy beliefs and interdependence when being assessed working in a group. Educational studies (Dorchester-on-Thames), 47(5), 509-520
Open this publication in new window or tab >>Efficacy beliefs and interdependence when being assessed working in a group
2021 (English)In: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400, Vol. 47, no 5, p. 509-520Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
Collective-efficacy, self-efficacy, interdependence, group work, gender, group work assessment
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-162896 (URN)10.1080/03055698.2019.1706039 (DOI)000504194500001 ()2-s2.0-85077158947 (Scopus ID)
Projects
Bedömning av kunskap och förmåga vid grupparbete
Funder
Swedish Research Council, 721 2012-547
Note

Funding agencies:  Swedish Research CouncilSwedish Research Council [721 2012-5476]

Available from: 2019-12-29 Created: 2019-12-29 Last updated: 2022-10-24Bibliographically approved
Hammar Chiriac, E., Rosander, M. & Forslund Frykedal, K. (2019). An Educational Intervention to Increase Efficacy and Interdependence in Group Work. Education Quarterly Reviews, 2(2), 435-447
Open this publication in new window or tab >>An Educational Intervention to Increase Efficacy and Interdependence in Group Work
2019 (English)In: Education Quarterly Reviews, ISSN 2621-5799, Vol. 2, no 2, p. 435-447Article in journal (Refereed) Published
Abstract [en]

This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention forteachers and pupils would lead to pupils’ increased (a) collective efficacy, (b) self-efficacy and, (c) positiveinterdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 inthree compulsory schools in Sweden, working in 22 groups divided into one intervention group and one controlgroup (11 work groups in each condition). Data were collected through a questionnaire before and afterparticipation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showedan increased collective efficacy, self-efficacy and positive interdependence and a reduction of negativeinterdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thuspromoting successful working as a group.

Place, publisher, year, edition, pages
Asian Institute of Research, 2019
Keywords
Cooperative Learning, Collective Efficacy, Interdependence, Group Work, Self-Efficacy
National Category
Psychology (excluding Applied Psychology) Pedagogy
Identifiers
urn:nbn:se:liu:diva-160269 (URN)10.31014/aior.1993.02.02.76 (DOI)
Funder
Swedish Research Council, 721 2012-5476
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0202-4650

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