個人特質對工作壓力知覺的影響

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(1)國立高雄大學經營管理研究所碩士論文. 個人特質對工作壓力知覺的影響 The Impact of Personal Characteristics on Job Stress Perceived. 指導教授：吳毓麒博士研究生：施畊宇撰. 中華民國九十八年六月.

(2) 個人特質對工作壓力知覺的影響. 摘要. 在西方，許多文獻指出工作壓力(Job stress)已經造成員工的健康、工作滿意度等。但過去的研究重點都放在工作壓力會帶來怎樣的影響，卻缺乏討論「何種個人特質｛例如：性別(Sex)、性別角色(Gender Role)、情緒智商(Emotional Intelligence)｝可能會影響員工感受到的工作壓力」之議題。工作壓力是個人主觀的感受，會因為員工個人間的差異而有所不同。因此，本研究的重點在於探討何種個人特質對於員工在感受壓力這方面會產生差異，而不同的個人特質和工作壓力之關係又是如何。實證上，為控制樣本面對的壓力類似，所以研究的樣本對象為銀行之櫃檯員，進而去瞭解不同的員工在面對類似的壓力源時，個人特質的不同對於壓力的感受造成何種的影響。本研究主要是想藉由這樣的探討，尋找出和壓力相關的人格特質，讓企業在挑選人才時，能納入考量。. 關鍵字:個人特質、情緒智商、性別角色、工作壓力. i.

(3) The Impact of Personal Characteristics on Job Stress Perceived. Abstract Job stress has resulted in huge cost of employees‟ health, satisfaction, and so forth. Prior researches focus on the outcome of job stress, but the literatures are short of discussions about which personal characteristics, such as sex, emotional intelligence, and so on may affect the perceived job stress. Under the same job environment, different people tend to perceive different level of job stress. In order to investigate this empirical study under the same job environment, the samples of this study are drawn from bank clerks. This study tried to explore which personal characteristics may affect the perceived job stress. Implications for choosing employees who possess personal characteristics of high resist compression via the finding of this study. Key Words: personal characteristics, emotional intelligence, gender role, job stress. ii.

(4) 誌謝本論文得以順利完成，首先當感謝的是我的恩師－吳毓麒博士，對我的諄諄教誨及關愛，在艱辛的論文時期得以安然度過，對於我研究所生涯的諸多提點，甚至是生活上的態度，老師廣大的胸襟和學者虛懷若谷的風度一表無遺。此外，還要感謝所上的教授－李揚所長和鄭育仁博士，老師們專業的知識毫不藏私的傾囊相授，讓我對於研究所才剛接觸的新領域可以快速融入，扎實的教學奠定我學術上的思維，諸位老師們嚴謹的邏輯觀念也成為我日後論文寫作學習的榜樣。當然也必須感謝口試委員－蔡進士博士精闢的建議，使得本論文得以更加完善。在經營管理所的兩年學涯中，許多優秀的同儕也給予我極大的幫助，感謝這一群的好同學們，亭廷、智傑、孟熙、淑娟、逸涵、怡嬛和冠豪，有大家的陪同才能無畏的守在研究室持續奮鬥。尤其感謝同為吳老師學生的淑娟、逸涵和怡嬛，當我未能及時領略老師的教導時，能採用更能讓我明白的方式對我說明，沒有你們這條路將會更加的艱辛。最後，一定要感謝我的家人，雖然因為求學使得我常不在家，但每當我回家時卻能如此熱烈的歡迎我。如此溫暖，點滴在心頭不敢忘懷，有你們做我最後的依靠，是你們才能是我無憂無慮的完成學業，如果要說有什麼成就或許這份成就該是你們得的，真的很感謝你們，我的父母和兄長。. 謹誌於高雄大學經營管理所九十八年六月. iii.

(5) Table of Contents Abstract Abstract in Chinese Version Acknowledgements Table of Contents List of Tables List of Figures. i ii iii iv vi vii. CHAPTER ONE：INTRODUCTION. 1. 1.1 Preamble. 1. 1.2 Research Background. 1. 1.3 Research Purposes and Questions. 2. 1.4 Procedure of the Study. 3. CHAPTER TWO：LITERATURE REVIEW. 4. 2.1. Job Stress. 4. 2.2. Emotional Intelligence (EI). 6. 2.3. Sex and gender. 8. CHAPTER THREE：METHODOLOGY. 13. 3.1 Research Model. 13. 3.2. Research Hypotheses. 13. 3.2.1. EI as a predictor of job stress. 13. 3.2.2 Gender role as a predictor of job stress. 14. 3.3 Variable Definition and Questionnaire Design. 16. 3.3.1 Job stress. 16. 3.3.2 Emotional Intelligence. 17. 3.3.3 Gender Role. 17. 3.4 Sampling Design and Sample Data Analyses. 18. 3.5 Data Analysis Method. 20. 3.6 Reliability Analyses. 20. CHAPTER FOUR：DATA ANALYSIS AND RESULTS. 21. iv.

(6) 4.1 Descriptive Statistics. 21. 4.1.1 Descriptive Statistics of Job Stress. 21. 4.1.2 Descriptive Statistics of Emotional Intelligence. 22. 4.1.3 Descriptive Statistics of Gender Role. 24. 4.3 Respondent Demographics on the Constructs. 28. 4.4 Regression Analyses. 31. 4.4.1 Emotional intelligence to job stress. 31. 4.4.2 Gender role to job stress. 32. 4.4.3 Sex role to job stress. 33. CHAPTER FIVE：CONCLUSIONS. 34. 5.1 Discussion. 34. 5.2 Recommendation for Practical Application. 36. 5.2.1 Emotional Intelligence (EI). 36. 5.2.2 Gender Role. 36. 5.3 Future Research and Limitation. 38. REFERENCES. 39. APPENDIX A：QUESTIONNAIRE. 43. APPENDIX B：QUESTIONNAIRE IN ENGLISG. 47. v.

(7) List of Tables Table 2.3.1 BSRI Independent Variable Combinations. 11. Table 2.3.2 BSRI Reliabilities. 11. Table 3.4.1 Summary of Response Rate. 18. Table 3.4.2 Demographical Statistics of Sample. 19. Table 3.6.1 Reliability Analysis. 20. Table 4.1.1 Descriptive Statistics of Job Stress. 22. Table 4.1.2 Descriptive Statistics of Emotional Intelligence. 23. Table 4.1.3 Descriptive Statistics of Masculine Items. 25. Table 4.1.4 Descriptive Statistics of Feminine Items. 26. Table 4.1.5 Descriptive Statistics of Neutral Items. 27. Table 4.2.1 Correlation Matrix. 27. Table 4.3.1 T-test Analysis in Marriage and Each Variable. 28. Table 4.3.2 One-Way ANOVA Analysis in Age and Each Variable. 29. Table 4.3.3 One-Way ANOVA Analysis in Education and Each Variable. 30. Table 4.3.4 One-Way ANOVA Analysis in Seniority and Each Variable. 31. Table 4.4.1.1 Regression analyses for the variables of the construct. 32. vi.

(8) List of Figures Figure 1.1: Procedure of the Study. 3. Figure 3.1.1：Conceptual Framework. 13. vii.

(9) Chapter ONE：Introduction 1.1 Preamble Job stress has resulted in huge cost of employees‟ health, satisfaction, and so forth. Prior researches focus on the outcome of job stress, but the literatures are short of discussions about which personal characteristics, such as sex, emotional intelligence, and so on, may affect the perceived job stress. Under the same job environment, different people tend to perceive different level of job stress.. 1.2 Research Background For most people, work is an important core of life and everyday living. In fact, work really plays a critical role in individuals‟ health and happiness. The significant impact of work on the lives and welfare of people on and off work grows over time (Ivancevich, Matteson & Preston, 1982), but job stress result in incremental problem for employees in Western industrialized societies (Siu, 2003). Increasing job stress leads to additional health costs, higher percentage of absenteeism and turnover, more accidents, and inefficient performance. Although almost all of job stress researches have been developed and empirically tested in Western industrialized societies, the scholars indicated that the phenomenon probably exists in developing countries in spite of rare studies (Jamal, 1999). Now Taiwan is between developed and developing country, so similar problems may occur in Taiwan.. 1.

(10) So far, researchers don‟t fully understand the process how personal characteristics lead to the health and psychological outcomes, but personality is an important factor of these outcomes. Reactive to other potential moderators, some evidence suggests that the individual differences have a influence on the reactions to a stressful situations (Parker & DeCotiis, 1983). It has become clearly that stressful reception and how individuals deal with the events that add stress to people play an important role (Bolger & Zuckerman, 1995). Different personality affects not only reactions of stress but also the reception of the events that may result in stress. On the basis of past researches, we understand that job stress was related to some outcomes (e.g., performance, satisfaction, and etc.), but we less know what can make influence on the reception of the job stress. Because job stress is subjective cognition (Ivancevich, 1982), this study focuses on what personality may affect the perceived job stress and how personality may affect exposure to stressful events. Prevention is better than cure. Nevertheless, we can‟t discuss all personality, so this study is just aimed at emotional intelligence and gender role. We select emotional intelligence and gender role because we find the significant relation with job stress in the past literature.. 1.3 Research Purposes and Questions Under the same job environment, different people may tend to perceive different level of job stress. This study tried to explore which personal characteristics may affect the perceived job stress. Implications for choosing employees who possess personal characteristics of high resist compression via the finding of this study are discussed. Based on the findings of this study, employers can select people who may bear more stress than others, and the enterprises can avoid cost that results largely from employees who possess low resist compression. 2.

(11) This research attempts to explore the following four questions. 1.. What is the relationship between emotional intelligence and job stress?. 2.. Do people with femininity trait and those with masculinity trait tend to perceive different level of job stress under the same job environment?. 1.4 Procedure of the Study Selection of Topic 1. Set Objectives 2. Produce research motivation 3. Review related literature. Methods of Research 1. Set Theoretical Framework 2. Set Hypotheses 3. Procedure for Data Collection 4. Procedure of Data Analysis. Result Interpretation 1. Analysis Data Based on Hypotheses. Conclusion 1. Discussion 2. Recommendation Figure 1.1: Procedure of the Study. 3.

(12) Chapter TWO：Literature Review. 2.1. Job Stress Job stress can be defined as an employee's awareness or feeling of personal dysfunction as a result of perceived conditions or happenings in the workplace, and one's psychological and physiological reactions caused by these uncomfortable, undesirable, or threats in the employee's immediate workplace environment. Job stress has received substantial attention in past research on accountants like the individuals included in this study. Job stress is very much an individual reaction and is different from general stress as it is also organization and job related (Chen, 2008). Lazarus (1990) addressed stress as a subjective rather than objective phenomenon, so some scholars defined stress which was emphasized that it is an individual‟s perception of a situation (Ivancevich et al., 1982) Thus, some researchers refer stress as various terms such as strain, burnout, ambiguity, conflict, anxiety, and so on (Sager, 1991). The individual‟s perception of a situation also referred as the cognitive appraisal and the appraisal could result in the conclusion whether the situation is stressful, so stress is a postappraisal state. Stress results from neither the person nor the environment because the theoretical and empirical literature indicates that stress is the consequence of the interaction of environment and individual‟s factors. Hence, the greater the inconsistent of person-environment fit, the more significant the levels of experiencing stress (Ivancevich et al., 1982). Thus, job stress means that people feel work-related psychological stress, and it suggests that the individual ability that people handle a particular situation and work environment which undue demands are made on the individual match poorly (Jamal, 4.

(13) 1999). Similarly, Parker and Decotiis (1983) indicated that individuals evidence stress in various ways which include psychological states (e.g., anxiety, tension), and Sager (1991) defined the job stress that the individual perceives a psychological state when he/she faces with demands, constraints, and opportunities that have important but uncertain outcomes. Job stress differs from stress in general in that it is organizational in nature. Job stress may occur when there is a poor fit between an individual's abilities and the skills (e.g. technical abilities, interpersonal skills, etc.) needed to perform that job effectively, when an individual is not given adequate training or is not provided with the necessary resources to perform the job, or is confronted with conflicting job demands (Jamal, 1990). Job stress can also occur when an individual is burdened with an excessive work load. Other potential sources of job stress include the organizational climate created by the leadership style of supervisors (Parker and DeCotiis, 1983). Job stress can produce adverse consequences for both the individual and the firm since it has the effect of lowering motivation levels and performance, and increases turnover intentions (Montgomery et al., 1996). Job stress can be explained as an individual‟s reactions to work environment traits that appear threatening to the employee. It also indicates a poor fit between the employee‟s abilities and the work environment in which either excessive demands is made on the individual, or the employee is not fully equipped to control a particular situation. Thus, the person-environment fit (P-E fit) model of job stress was employed in the present study. Job stress usually results in disruption of the employee‟s psychological and physiological homeostasis, forcing deviation from normal functioning in interactions with work environment. In the fact of constant job stress, an employee‟s deviation from normal functioning more often tends to mive toward the dysfunctional side, from both the employee‟s perspective (Jamal, 1999). 5.

(14) Briefly, job stress is the outcome of a lack of person-work fit and it is a subjective cognition, and job stress is a work-induced emotion such as anger, fear, anxiety, sadness, disgust, and so forth (Lazarus, 1990). Now, there are many studies focus on only that the potential negative outcomes which result from the maladjustment of person and environment and what stressors may result in stress in the environment (Ivancevich et al., 1982).. 2.2. Emotional Intelligence (EI) In eighteenth century, psychologists thought that someone‟s mind could divide into three parts that they were cognition, affect, and motivation respectively. The cognition includes some capabilities such as memory, reasoning, judgment, and abstract thought. Intelligence usually is used by psychologists to represent how well the cognition work, and thus intelligence is the ability how well someone combine and separate concepts, judge, reason, and carry abstract thought out. Emotions belong to the affect part of mental construction which includes emotions themselves, mood, evaluation, and other psychic state. Salovey and Mayer (2008) indicated that basic research in emotion has reproduced over the past few decades, and although there is still a great deal to be learned, a consistent conception of emotion has begun to emerge. Affective phenomena constitute a unique source of information for individuals about their surrounding environment and prospects, and this information informs their thought, action, and subsequent feelings. The fundamental assumption in our work has been that individuals differ in how skilled they are at perceiving, understanding, regulating, and utilizing this emotional information, and that a personal level of emotional intelligence contributes substantially to his or her intellectual and emotional well-being and growth. 6.

(15) Mayer & Salovey (1997) proposed the definition of emotional intelligence that “the ability to perceive emotion, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth.” The definition mean that someone can let thinking more intelligent because of understanding own emotions and thus that controlling own emotions can promote own emotional and intellectual ability. Many studies are based on Furnham and Petrides‟s model and examine the relationships between the perceptions of EI and the work-related variables which conclude the perceived job control, the stress, and so on (Furnham & Petrides, 2006). There are two methods of measurement of the construct of EI which are performance-based versus self-report, and this study uses the self-report measure of EI which concerns emotion-related traits and self-perceived abilities that are measured by self-report questionnaires (Furnham & Petrides, 2006). Emotional intelligence has its roots in social intelligence, the science defined by the ability to understand and manage individuals (Mayer & Salovey, 1997). EI is the management of the emotions of the self and of others. Emotional intelligence is now considered that it is imperative to an individual's success at work and in other social contexts as general cognitive intelligence or technical skills (Heffeman et al., 2008). Mayer and Salovey (1997) presented a three-part model for EI. They postulated that EI involves appraisal and expression of emotion, in the self and in others. This includes awareness of verbally and non-verbally expressed emotions. The second component involves regulation of emotions in the self and in others. The third component involves utilizing emotions so as providing flexibility in planning, creativity in thinking, motivation and the ability to redirect attention. The original model was revised to include cognitive components previously neglected. 7.

(16) According to Ricardo and Joaquin (2008), emotional intelligence refers to the abilities to recognize and regulate emotions in ourselves and in others at the most general level. Salovey and Mayer (2008) understand emotional intelligence as the ability to monitor one‟s own and others‟ emotions, to distinguish from them, and to use the information to guide one‟s thought and actions.. 2.3. Sex and gender Gender role researches began in the field of psychology and were used to explain gender role gender divergence attributed to biological, psychological, and sociological reasons. Although gender is usually employed as sex without careful consideration, sex and gender have clearly differences in definition (Meier–Pesti & Penz, 2008； Deaux, 1985). In general, scholars sort “sex” by male and female, and these biological differences base on whether sexes result from egg cells or sperm cells (Money et al., 1955). The sex of a person is biologically determined, but the gender of a person is based on culture and social construct. Thus, gender is a socially constructed category and represents the cultural definition of feminine traits and masculine traits (Meier – Pesti & Penz, 2008). Gender role is defined that all those things that a person says or does to disclose himself or herself as having the status of boy or man, girl or woman respectively.” (Money et al., 1955). Kracher and Marble (2008) similarly separated the terms „sex‟ for the biological construct, and „gender‟ for the psychological construct. In this study, researchers follow most modern theories of gender and assume that sex and gender are distinct. An individual‟s sex is typically identified as male or female and depends upon constructional configurations. Gender is a psychosocial concept. Gender is descriptive of socialized behavior patterns regarding sex role norms. An individual‟s gender is typically viewed as either masculine or feminine. 8.

(17) The stereotypical, ideal view of gender is that individuals should let themselves to act in coincidence with sex appropriate behavior – males should be masculine and females should be feminine. There is a version that the stereotypical view of gender has not change across the world (Kracher and Marble, 2008; Williams and Best, 1994). Femininity includes some traits that reflect an emotional, interpersonal orientation toward other people. Indeed, the measure items of gender role that assess femininity include sensitive to needs of others, sympathetic, understanding, and so on. Such emotional orientation would imply a greater ability to represent others‟ emotions in a detailed, complex manner (Conway, 2000). By contrast, masculinity includes some traits that reflect an instrumental, assertive orientation toward other people. The measure items of gender role that assess masculinity include independent, aggressive, competitive, and so on. Such instrumental orientation would imply discourage a detailed consideration of own and others‟ emotional reactions (Conway, 2000). For years, American society has considered masculinity to be the indication of the psychologically healthy male and femininity to be the indication of the psychologically healthy female. Subsequently, Bem (1974) argued that our system of gender role differentiation has long since outlived its usefulness and it serves only to prevent both men and women from developing as full and complete human beings. Supporters of the movement insist that people should no longer be socialized to comply with outdated rules of masculinity and femininity, but that they should be encouraged to be androgynous. That is, they should be encouraged to be both expressive and instrumental, both yielding and assertive, both feminine and masculine – depending on the situational appropriateness of these various behaviors.. 9.

(18) In 1975, Bem indicated that psychologically androgynous individuals might be more likely than either feminine or masculine individuals to show gender role adaptability across situations, engaging in effectual behavior without regard for its stereotype as more appropriate for one gender or the other. Stereotypes and role perceptions play an important role in the understanding of gender-specific behavior. Harriman (1985) defined stereotypes and roles as follows： “A role is the expected and actual behaviors or characteristics that attach to a particular social status, and a stereotype is the set of attributes that are attributed to all individuals who occupy a particular role.” Since gender stereotypes dictate the approved masculine or feminine image, they are almighty in their ability to influence how people act and what they believe (Cresci, 2001). Cresci (2001) indicated that the distinctions between the male-valued and female-valued components of the sex-role stereotypes have principal implications for the self-concepts of men and women. The traditional assumption is the masculine male and feminine female that typify mental health base on stereotypes. However, it is now the androgynous person that is capable of combining both masculinity and femininity into personal individuality. A key viewpoint of the current research was to include the BSRI to determine if a subject‟s BSRI femininity or masculinity score could be used as a predictor of the discipline category selected. The BSRI outcome indicates whether the subject in a gender-role that is feminine, masculine or androgynous. Introducing the BSRI resulted in the eight possible independent variable assortments show in Table 2.3.1.. 10.

(19) Table 2.3.1 BSRI Independent Variable Combinations Sex, indicated by subject in Gender-role, measure by BSRI demographic information Male. Masculine. Male. Feminine. Male. Androgynous. Male. Undifferentiated. Female. Masculine. Female. Feminine. Female. Androgynous. Female. Undifferentiated. The original BSRI was a 60-item survey. In 1981, Bem introduced a 30-item survey called the BSRI short-form (Cresci, 2001). The reliability of the short-form was contrasted with original survey and was consequently chosen for use in the current research. The reliabilities are shown in Table 2.3.2.. Table 2.3.2 BSRI Reliabilities Original BSRI. Females. Males. Femininity. .82. .89. Masculinity. .94. .76. Androgyny. .88. .86. Short-Form BSRI. Females. Males. Femininity. .85. .91. Masculinity. .91. .76. Androgyny. .88. .85. 11.

(20) BSRI‟s reliability and validity have been tested and re-established since Bem (1974) validate the BSRI. Due to its strength, we select the BSRI for our study (Kracher & Marble, 2008). BSRI measures masculine and feminine scores separately, rather than on one continuum. Due to this they are able to measure a third gender namely, androgyny.. 12.

(21) Chapter Three：Methodology Based on previous literature review, the research methodology includes research model, research hypotheses, variable definition and questionnaire design, sample description, and data analysis methods. Details are as follows.. 3.1 Research Model Emotional Intelligence. H1. Gender Role. Job Stress. H2. Figure 3.1.1：Conceptual Framework Based on the literature review in Chapter 2, the research model is illustrated in Figure 3.1.1. The independent variable is job stress. The dependent variable is emotional and gender role.. 3.2. Research Hypotheses 3.2.1. EI as a predictor of job stress In theory, individuals who have better emotional intelligence should be more tolerant of stressful environments because they can adapt well to circumstances (Bar-On, 2000; Matthews, 2006) and/or because they can identify and regulate their and other people‟s emotions (Furnham & Petrides, 2006; Matthews, 2006). For instance, High-EI persons tend to use strategies such as drawing forth social support and revelation of feelings, in place of the maladaptive strategy of rumination, so High-EI persons are more likely to regain positive memories and emotions as an aid to mood regulation than Low-EI others (Matthews, 2006). 13.

(22) Some previous studies also indicated that High-EI individuals can see themselves as flexible and control their emotional reactions well, which means that high EI are good to deal with job stress. Hence, high EI was related to the lower level of stress ( Furnham & Petrides, 2006), and stress at work is known as job stress. We can suppose reasonably that(1) High-EI individuals are confident that they understand well how to regulate own emotions and treat the challenge as common in any situations and(2) low-EI individuals perceive more stress than High-EI individuals because they tend to treat anything as serious and lack for the managerial ability of emotions. Thus, this study generates the following hypothesis. Hypothesis 1: Emotional intelligence is negatively related to job stress.. 3.2.2 Gender role as a predictor of job stress The prior researches focused on the relation of sex role to emotional perception, but present relevant studies propose that people having higher feminine trait and lower masculine traits evidence more complex reactions of emotions when they and other are in the same conditions. The present researches also support that individuals higher in masculinity exhibit less emotional complexity put into the same situation and higher masculinity is connected with less depression and lower anxiety (Conway, 2000). Conway (2000) also indicated that individuals higher in femininity evidence complicated reactions of the emotion. People having higher femininity may feel more anxiety which is a type of expressing stress when they confront a same problem that results from work because femininity is associated with emotional orientation. Conversely, people having higher masculinity may be not easy to feel depressing and anxious because they tend to be aggressive to overcome a problem but be full of remorse. The androgynous individual should be capable of remaining sensitive to the 14.

(23) changing constraints of the situation and engage in whatever behavior seems most effective at the moment, regardless of its stereotype as appropriate for one gender or the other. Bem (1975) stated that whereas a narrowly masculine self-concept may inhibit so-called feminine behaviors, and a narrowly feminine self-concept may inhibit so-called masculine behaviors, a mixed or androgynous self-concept allows an individual to engage freely in both masculine and feminine behaviors. Thus, we can suppose that gender role may make differences when we measure the perceive job stress resulted from the pursuit of work goals.. Although femininity and masculinity make difference on perceiving job stress, individual behaviors are not necessary to consistent with sex. Nevertheless, because sex role stereotyping let individuals shy away from expressing own authentic gender role in the past studies, personal behaviors may be consistent with an internalized sex role standard (Bem, 1975). And females, more often than their male peers, are simultaneously exposed to family- and job-related stressors as a result of their dual roles as mothers and professionals (Furnham & Petrides, 2006；Roxburgh, 1996; Simon, 1995). Thus, the effect which makes difference on perceiving job stress of sex role is similar to the effect of gender role. On the other hand, females are more aware of emotions, and males coped better with stress, are more flexible, and were more optimistic. The past studies hypothesized that females perceive more job stress than males, but the present findings strongly suggest that it is unwise to assume that the interrelationships of workplace variables are gender-invariant (Furnham and Petrides, 2006).. 15.

(24) Thus, we can suppose reasonably that(1) higher femininity lets people be sensitive in a same work situation that results in emotions which are regarded as job stress, and(2) higher masculinity lets people be more confident of own ability which can overcome the problems that are regarded as job stress by others in a same work situation.. Thus, this study generates the following hypothesis. Hypothesis 2: The different gender role perceives different level of job stress. Masculinity perceives less job stress than femininity.. 3.3 Variable Definition and Questionnaire Design Participants are invited to fill out a questionnaire battery which includes the measures of the variables of this study and demographic variables that consist of participants‟ age, seniority, and marriage.. 3.3.1 Job stress Parker and DeCotiis (1983) proposed that the job stress items consists of 13 items which base on the prior literature and interviews with managers in the organization, and the content of the items comprising the first component is named time stress and second component is named anxiety. Respondents indicate how well each item describes them on a 5-point Likert scale with endpoints „disagree completely‟ (1) and „agree completely‟(5). A higher score on this scale indicated a higher degree of job stress. Its reliability coefficient (alpha) is 0.87 (Jamal, 1991).. 16.

(25) 3.3.2 Emotional Intelligence The 33-item emotional intelligence scale consists of 33 items which are designed to measure global trait emotional intelligence. Respondents indicate how well each item describes them on a 5-point Likert scale with endpoints „disagree completely‟ (1) and „agree completely‟(5). An internal consistency analysis showed a Cronbach‟s alpha of 0.90 for the 33-item scale (Schutte et al., 1998).. 3.3.3 Gender Role The Bem Sex Role Inventor-Short Form (BSRI-SF) was used to assess participants‟ perception of their own gender role. This instrument consists of 30 adjectives, 10 of which are stereotypically “ masculine ” (e.g., independent, aggressive); 10 “feminine” (e.g., affectionate, sensitive to the need of others); and 10 “neutral”（e.g., reliable, truthful）. When taking the BSRI, a person is asked to indicate on a 7-point scale how well each of these masculine and feminine personality characteristics describes himself. The scale ranges from 1（“Never or almost never true”） to 7（“Always or almost always true”） and is labeled at each point. The scale identifies the participants as “masculine”, “feminine”, “Androgynous”, or “undifferentiated” according to the difference between masculine and feminine characteristics in their personalities. Internal reliability and test-retest reliability values of the subscales ranged between 0.75 and 0.90 (Erkat et al., 2007). To determine the participants‟ gender role based on their scores from the BSRI and to draw parallels with the other studies of the BSRI, the median scores of femininity and masculinity subscales were used：individuals with high femininity and high masculinity scores were classified as “androgynous”, individuals with low 17.

(26) femininity and high masculinity scores were as “masculine”, individual with high femininity and low masculinity scores were as “feminine”, and individual with low femininity and low masculinity score were as “undifferentiated”gender roles.. 3.4 Sampling Design and Sample Data Analyses Convenience sampling was applied in this study. We want to research what personal traits may affect job stress, so controlling samples is important to ensure that job stress is only influenced by personal traits. Under the same job environment, different people tend to perceive different level of job stress. In order to investigate this empirical study under the same job environment, the samples of this study are drawn from bank clerks in 34 banks. Table 3.4.1 shows the number of collected and valid data as well as the response rate. As shown in the table, 380 questionnaires were distributed and 312 of those were answered. The overall response rate for this survey was 82 (312/380) percent. Because this study was implemented using a convenience sample instead of randomly selecting subjects, the overall response rate (82%) is higher than expected. And the valid response rate for this survey was 77 percent. 19 cases of the 285 answered questionnaires were dropped due to incomplete answers or because it was obviously found that they were not seriously filled out. For instance, some of them chose the same answer (score) for every question. Table 3.4.1 Summary of Response Rate Distributed. Collected. Valid. Response rate. Valid response rate. 380. 312. 293. 82%. 77%. Table 3.4.2 shows demographical statistics of sample in this study. Within 293. 18.

(27) effective samples (obtaining an overall response rate of 82%), 120 were male and 173 were female. The age of 36-45 years old is more than other ages. 65.87% of samples were married. About 54.61% of samples have a degree at the university level. The most period of staying in the present companies are above 16 years of seniority. Table 3.4.2 Demographical Statistics of Sample Sample Demographic variables. Classification. Percentage Number. Male. 120. 40.96%. Female. 173. 59.04%. Unmarried. 100. 34.13%. Married. 193. 65.87%. Below 31 years old. 56. 19.11%. 31-35 years old. 42. 14.34%. 36-45 years old. 129. 44.02%. Above 45 years old. 66. 22.53%. Below senior high school. 27. 9.22%. Junior college. 83. 28.32%. University. 160. 54.61%. Above master. 23. 7.85%. Below 1 year. 7. 2.39%. 1-5 years. 59. 20.14%. 6-10 years. 44. 15.01%. 11-15 years. 73. 24.92%. Above 16 years. 110. 37.54%. Sex. Marriage. Age. Education. Seniority. 19.

(28) 3.5 Data Analysis Method This research uses SPSS 12.0 to analyze the data and the data were analyzed through descriptive statistical methods and Regression Analyses. This data will be used to investigate each of the three hypotheses. The following is a detailed description of the analysis of this data for each of these hypotheses. First, reliability analyses (Cronbach‟s Alpha) were conducted to test internal consistence. Second, descriptive statistics analyses were presented by means and standard divisions to see the scattered condition of each independent variable. Finally, this study expects that emotional intelligence, sex role, and gender role have influence on job stress.. 3.6 Reliability Analyses Test of reliability using Internal Consistency method was also used to get the Cronbach Alpha of each variable using SPSS 12.0 for Windows. According to Nunnally (1978), the reliability coefficients should meet the acceptance criteria of 0.70. The reliability coefficients are displayed in Table 3.6.1 As the reader will observe, all of the measures have acceptable levels of reliability (α> .70). Table 3.6.1 Reliability Analysis Variables. items. Reliability. Job Stress. 13. 0.866. Emotional Intelligence. 33. 0.925. Masculine items. 10. 0.862. Feminine items. 10. 0.841. Neutral items. 10. 0.626. 20.

(29) Chapter Four：Data Analysis and Results 4.1 Descriptive Statistics 4.1.1 Descriptive Statistics of Job Stress Table 4.1.1 shows that bank clerks agree that the most important item of job stress is “I frequently get the feeling I am married to the company (mean=3.4349).” Therefore, “I have felt fidgety or nervous as a result of my job (mean=3.2765) ” , “Too many people demands at my level in the company get burned out by job demands (mean=3.2150) ”, “My job gets to me more than it should (mean=3.2911) “ and “Working here leaves little time for other activities (mean=3.2082) “.. 21.

(30) Table 4.1.1 Descriptive Statistics of Job Stress Item #. Statement. Mean. SD. 1. I have felt fidgety or nervous as a result of my job.. 3.2765 .90774. 2. Working here makes it hard to spend enough time with. 3.1468 1.00459. my family. 3. My job gets to me more than it should.. 3.2911 .70894. 4. I spend so much time at work, I can‟t see the forest for. 2.8591 .93075. the trees. 5. There are lots of items when my job drives me right up. 2.7603 .94745. the wall. 6. Working here leaves little time for other activities.. 3.2082 1.00051. 7. Sometimes when I think about my job I get a tight. 2.8089 .89385. feeling in my chest. 8. I frequently get the feeling I am married to the company.. 3.4349 .86506. 9. I have too much work and too little time to do it in.. 2.9381 .86480. 10. I feel guilt when I take time off from job.. 2.9078 .99056. 11. I sometimes dread the telephone ringing at home. 2.4983 .94225. because the call might be job-related. 12. I feel like I never have a day off.. 2.6034 .90633. 13. Too many people at my level in the company get burned. 3.2150 .89797. out by job demands. Note. Response to each item was obtained on a Likert five-point scale.. 4.1.2 Descriptive Statistics of Emotional Intelligence Table 4.1.2 shows that bank clerks agree that the most important item of emotional intelligence is “Emotions are one of the things that make my life worth living (mean=4.0925).” Therefore, “I expect that I will do well on most things I try (mean=3.8356) ”, “I compliment others when they have done something well (mean=3.9555) ”, “Some of the major events of my life have life have led me to re-evaluate what is important and not import (mean=3.8866) ”, and “When another 22.

(31) person tells me about an important event in his or her life, I almost feel as though I have experienced this event myself (mean=3.8527) ”. Table 4.1.2 Descriptive Statistics of Emotional Intelligence Item # Statement. Mean. 1. I know when to speak about my personal problems to others.. 3.5342 .70991. When I am faced with obstacles, I remember items I face similar. 3.7113 .65325. 2. SD. obstacles and overcame them.. 3. I expect that I will do well on most things I try.. 3.8356 .73243. 4. Other people find it easy to confide in me.. 3.6781 .68298. I find it hard to understand the non-verbal messages of other. 3.3664 .75024. 5 6. people. Some of the major events of my life have led me to re-evaluate. 3.8866 .68294. what is important and not import.. 7. When my mood changes, I see new possibilities.. 3.7534 .70892. 8. Emotions are one of the things that make my life worth living.. 4.0925 .68990. 9. I am aware of my emotions as I experience them.. 3.7226 .71923. 10. I expect good things to happen.. 3.7938 .93887. 11. I like to share my emotions with others.. 3.6804 .81215. 12. When I experience a positive emotion, I know how to make it last. 3.5582 .73220. 13. I arrange events other enjoy.. 3.4777 .78037. 14. I seek out activities that make me happy.. 3.6483 .73500. 15. I am aware of the non-verbal messages I send to others.. 3.5308 .73387. 16. I present myself in a way that makes a good impression on others.. 3.6644 .73478. 17. When I am in a positive mood, solving problems is easy for me.. 3.7637 .78363. By looking at their facial expressions, I recognize the emotions. 3.6438 .75291. 18 19 20. people are experiencing. I know why my emotions change.. 3.7260 .70852. When I am in a positive mood, I am able to come up with new. 3.6336 .77723. ideas.. 21. I have control over my emotions.. 3.4075 .74267. 22. I easily recognize my emotions as I experience them.. 3.6793 .69396. 23. I motivate myself by imagining a good outcome to tasks I take on.. 3.5959 .76951. 23.

(32) Item # Statement. Mean. 24. I compliment others when they have done something well.. 3.9555 .59326. 25. I am aware of the non-verbal messages other people send.. 3.4555 .76975. When another person tells me about an important event in his or. 3.8527 .67010. 26. SD. her life, I almost feel as though I have experienced this event myself.. 27 28. When I feel a change in emotions, I tend to come up new ideas.. 3.4486 .73271. When I am face with a challenge, I give up because I believe I. 3.6404 .64548. will fail.. 29. I know what other people are feeling just by looking at them.. 3.2955 .71096. 30. I help other people feel better when they are down.. 3.7285 .57402. I use good moods to help myself keep trying in the face of. 3.5890 .67014. 31 32 33. obstacles. I can tell how people are feeling by listening to the tone of their. 3.4589 .76014. voice. It is difficult for me to understand why people feel the way they. 3.6130 .64021. do. Note. Response to each item was obtained on a Likert five-point scale.. 4.1.3 Descriptive Statistics of Gender Role 4.1.3.1 Descriptive Statistics of Masculine Items Table 4.1.3 shows that bank clerks agree that the most appropriate item of masculinity is “Independent (mean=4.8870)” Therefore, bank clerks feel they “Defend their own belief (mean=4.5103) ” and be “aggressive (mean=4.7663) ”.. 24.

(33) Table 4.1.3 Descriptive Statistics of Masculine Items Item #. Statement. Mean. SD. 1. Defend their own belief. 4.5103. .99650. 4. Independent. 4.8870. 1.15956. 7. Assertive. 3.3973. 1.27076. 10. Strong Personality. 3.9381. 1.28236. 13. Forceful. 4.1678. 1.18231. 16. Have leadership abilities. 4.1164. 1.22970. 19. Will to take risks. 4.3127. 1.13948. 22. Dominant. 3.7251. 1.33133. 25. Willing to take a stand. 4.3801. 1.10731. 28. Aggressive. 4.7663. 1.09247. Note. Response to each item was obtained on a Likert seven-point scale.. 4.1.3.2 Descriptive Statistics of Feminine Items Table 4.1.4 shows that bank clerks agree that the most appropriate item of femininity is “Love children (mean=5.4452)” Therefore, bank clerks feel they be “Compassionate (mean=5.3471) ” and “Sympathetic (mean=5.2378) ”.. 25.

(34) Table 4.1.4 Descriptive Statistics of Feminine Items Item #. Statement. Mean. SD. 2. Affectionate. 5.0411. .81966. 5. Sympathetic. 5.2378. .94001. 8. Sensitive to need of others. 4.3527. 1.12557. 11. Understanding. 5.0928. .98348. 14. Compassionate. 5.3471. .95763. 17. Eager to soothe hurt feelings. 4.4658. 1.13770. 20. Warm. 4.9966. .93976. 23. Tender. 4.6849. 1.04703. 26. Love children. 5.4452. 1.18427. 29. Gentle. 4.8900. 1.07396. Note. Response to each item was obtained on a Likert seven-point scale.. 4.1.3.3 Descriptive Statistics of Neutral Items Table 4.1.5 shows that bank clerks agree that the most appropriate item of neutral is “Truthful (mean=5.8007)” Specifically, bank clerks feel they be “Conscientious (mean=5.3219) ” and “Reliable (mean=5.1718) ”.. 26.

(35) Table 4.1.5 Descriptive Statistics of Neutral Items Item #. Statement. Mean. SD. 3. Conscientious. 5.3219. .89239. 6. Moody. 3.2192. 1.34697. 9. Reliable. 5.1718. 1.00243. 12. Jealous. 3.2055. 1.31300. 15. Truthful. 5.8007. .91433. 18. Secretive. 5.1473. 1.08831. 21. Adaptable. 4.8459. 1.07144. 24. Conceited. 3.6027. 1.43342. 27. Tactful. 4.8935. 1.07591. 30. Conventional. 4.1815. 1.18609. Note. Response to each item was obtained on a Likert seven-point scale.. 4.2 Pearson Correlation Analysis After conducting Pearson correlation analysis, this study found that the variables are significant negative correlations. The correlation analysis are displayed in Table 4.2.1. First, this study found that job stress is negatively related to gender role at the significant level (γ=-.174). Second, this study found that emotional intelligence is negatively related to gender role (γ= -.232). Table 4.2.1 Correlation Matrix Variable. 1. 2. 1.Job stress. 1.00. 2.Emotional intelligence. .059. 1.00. -.174**. -.232**. 3.Gender role Source: this study. 27. 3. 1.00.

(36) 4.3 Respondent Demographics on the Constructs One-ANOVA and t-test are employed to determine whether or not there are any effects of demographic variables on job stress, emotional intelligence, and gender role in the clerk of bank. According to the one-way ANOVA, significant differences were found (P-value< .05), indicating the sample is reasonably representative of job stress, emotional intelligence and gender role in terms of the demographic variables tested. The results are shown in Table 4.3.1 to Table 4.3.4. Because of the result of Table 4.3.1, we acquire that marriage does not have significant differences on three variables (p-value> .05). It represents that the marriage of clerks have no significant difference on job stress, emotional intelligence and gender role. Table 4.3.1 T-test Analysis in Marriage and Each Variable Variables. Job stress. Emotional intelligence Gender role. Marriage 1 Unmarried 2.8704 (Mean) N=100. 3.5607. 1.6200. 2 Married N=193. 2.9710. 3.6466. 1.7617. t. -1.496. -1.715. -1.215. p-value(two-tail). .136. .087. .225. Note. ***p<.001 **p<.01 *p<.05；Source: This study. Based on the result of Table 4.3.2, we acquire that age does not have significant difference among three variables (p-value> .05).. It represents that the age of clerks. have no significant difference on job stress, emotional intelligence and gender role.. 28.

(37) Table 4.3.2 One-Way ANOVA Analysis in Age and Each Variable Variables. Job stress. Emotional intelligence Gender role. 1. Below 31 years old N=56. 2.9175. 3.5648. 1.6250. 2. 31-35 years old N=42. 2.9940. 3.5869. 1.6429. 3. 36-45 years old N=129. 2.9888. 3.6167. 1.7829. 4. Above 45 years old N=66. 2.8154. 3.6821. 1.6970. F. 1.675. 0.943. 0.476. P-value. .172. .420. .699. Age (Mean). Note. ***p<.001 **p<.01 *p<.05；Source: This study. Because of the result of Table 4.3.3, we acquire that there is significant difference between emotional intelligence and gender role (p-value< .05). Based on the result of Post Hoc Test, it supports that clerks that only have junior college have higher degree of emotional intelligence than others that have more school record than master. Moreover, it also supports that clerks that have school record below senior high school have degree of emotional intelligence than others that have the school record of university.. 29.

(38) Table 4.3.3 One-Way ANOVA Analysis in Education and Each Variable Variables. Job stress. Emotional intelligence Gender role. 1 Below senior high school N=49. 2.7363. 3.7011. 2.1852. 2 Junior college N=21. 2.8475. 3.6564. 1.7590. 3 University N=190. 3.0349. 3.6168. 1.6375. 4 Above master N=49. 2.8109. 3.3813. 1.5217. F. 4.199. 3.279. 3.015. P-value. .006**. .021*. .030*. 2>4. 1>3. Education (Mean). Scheffe Note. ***p<.001 **p<.01 *p<.05；Source: This study. Based on the result of Table 4.3.4, we acquire that seniority does not have significant difference among three variables (p-value> .05).. It represents that the. seniority of clerks have no significant difference on job stress, emotional intelligence and gender role.. 30.

(39) Table 4.3.4 One-Way ANOVA Analysis in Seniority and Each Variable Variables. Job stress. Emotional intelligence. Gender role. 1. Below 1 year N=7. 2.8514. 3.6157. 1.4286. 2. 1-5 year N=59. 2.9446. 3.5778. 1.6441. 3. 6-10 year N=44. 3.0764. 3.5764. 1.8636. 4. 11-15 year N=73. 2.9332. 3.5862. 1.6164. 5. Above 16 year N=110. 2.8844. 3.6755. 1.7727. F. 0.916. 1.015. 0.811. P-value. .400. .455. .519. Tenure (Mean). Note. ***p<.001 **p<.01 *p<.05；Source: This study. 4.4 Regression Analyses 4.4.1 Emotional intelligence to job stress Regression analyses are conducted to examine the relationships between each dependent variable (job stress) and independent variable (emotional intelligence). The results of the regression as follows: Hypothesis 1 predicts the emotional intelligence would be negative related to job stress. Table 4.4.1.1 shows that results of the regression analyses don‟t support the negative relationship between job stress and emotional intelligence. First, we enter the demographic control variables which include marriage, age, seniority, and education, and the ability of explanation is three percent for the variance of job stress. Then, we additionally. add. emotional. intelligence,. Undifferentiated_Feminine,. Masculine_Feminine, Androgynous_Feminine, and Male_Female to the regression 31.

(40) model, but the ability of explanation only increases 13% and it don‟t find significant correlations. Because the significant correlations aren‟t found between emotional intelligence and job stress (β= -.046, p> .05), the results of regression analyses don‟t support the relationship. Thus, hypothesis 1 isn‟t supported. Table 4.4.1.1 Regression analyses for the variables of the construct Dependent variable. Job stress. Independent Variable. Model 1. Model 2. β. β. Marriage. .203*. .211**. Age. .002. .001. Seniority. -.013. -.013. Education. .062. .106*. Demographic control variable. Emotional intelligence. -.046. Undifferentiated_Feminine. -.160 -.469***. Masculine_Feminine. .202**. Androgynous_Feminine. -.001. Male_Female R2. .030. ΔR2. .160 .130. F value. 3.247*. 9.918***. Note. ***p<.001 **p<.01 *p<.05. 4.4.2 Gender role to job stress Regression analyses are employed to examine whether or not the different levels of independent variable (job stress) result from the classification of independent variable (gender role). The results of the regression as follows: Hypothesis 2 predicts that different gender roles would perceive different 32.

(41) degrees of job stress. Masculinity perceives less job stress than femininity. Results of Table 4.4.1.1 also provide support for our hypothesis. Table 4.4.1.1 shows that different gender roles do perceive different degrees of job stress. Likewise, Table 4.4.1.1 is also found that different gender role exist different level of perceived job stress. The result of Table 4.4.1.1 shows that masculinity perceives less job stress than femininity (β=-.469, p<.001). Thus, we can find that different gender roles perceive different degrees of job stress. We can understand that femininity is easiest to perceive job stress and masculinity is most difficult to perceive job stress. Thus, hypothesis 2 is supported.. 4.4.3 Sex role to job stress Regression analyses are employed to examine whether or not the different levels of to independent variable (job stress) result from two group of independent variable (male and female). The results of the regression as follows: Hypothesis 2 also refers that male and female would perceive different degrees of job stress and females should perceive more job stress than males should in the past studies. Nevertheless, results of Regression analyses don‟t provide support for our hypothesis. The result of Table 4.4.1.1 doesn‟t support the past hypothesis that sex role makes the different of job stress. Table 4.4.1.1 shows that male and female don‟t perceive different degrees of job stress (p=.989>.05). Because statistics aren‟t significant between different gender role and different level of perceived job stress, and the results of Regression analyses cannot provide further support for the relationship. Thus, the past hypothesis that exists distinct level of job stress in the different sex isn‟t support.. 33.

(42) Chapter Five：Conclusions The research examined what characteristics may affect perceived job stress. There are several new and important findings in this study. First, the outcome of the relationship of emotional intelligence and job stress is surprising because emotional intelligence was negatively related to job stress in most of the past literature. Nevertheless, the result of our study indicates that there is no evidence supporting the negative relationships between emotional intelligence and job stress. Second, gender roles have different influence on job stress perceived. The finding indicated that femininity people perceive less job stress than masculinity ones do so our hypothesis is supported. Finally, exploratory studies also show that there is the difference between sex roles, and females should perceive more job stress than males should. The result reveals that females and males have no difference in job stress perceived, so the result doesn‟t support our previous views.. 5.1 Discussion Hypothesis 1 supposes emotional intelligence and job stress possess the negative relationship. Nevertheless, the result doesn‟t support our hypothesis. The hypothesis 1 indicates that overall emotional intelligence is negatively related to the level of perceived job stress. The result is surprising because we think high EI individuals own higher adaptation in any situation because they understand well how to regulate their emotions and treat the challenge as common. However, the outcome implies that emotional intelligence isn‟t negative to job stress.. 34.

(43) Hypothesis 2 indicated the different gender roles are general to perceive the different degrees of job stress. The result partially supports our hypothesis that the different gender role perceives different level of job stress, but the order of job stress that different gender role perceives is distinct. In our hypothesis, Androgyny should perceive less job stress than femininity, femininity should perceive less job stress than masculinity. Because of dummy regression, the result support that different gender roles have different levels of job stress but the degree of job stress which androgyny perceive lies between femininity and masculinity. Individuals that have high femininity and low masculinity perceive less stress than others that have high masculinity and low femininity do. The past hypothesis indicated that males and females are general to perceive the different degrees of job stress and females should perceive more stress than males do. Although the average value of female and male reveal that females perceive more job stress than males do, the result also reveals that there is no significant difference between males and females. Therefore, the outcome doesn‟t support our hypothesis 3. There is an interesting phenomenon that gender roles exist in the different level of job stress but sex roles don‟t exist in the different level of job stress. Because of the similar results, Furnham and Petrides(2006) indicated that some effects of workplace variables are same across sex but using gender roles to examine the effects of workplace variables may bring differences and partly explain the differences.. 35.

(44) 5.2 Recommendation for Practical Application Because the purpose of this study is to understand what personal traits may affect the job stress which employees perceive, we recommend human resource department how to choose new employees among applicants. When you hope to choose the employees that perceive less job stress in the same work situation, our research has suggested three potentially important traits of selecting new employees.. 5.2.1 Emotional Intelligence (EI) Most people believe that emotional intelligence(EI) are negatively related to job stress, in other words, individuals who have higher EI are confident that they can identify and regulate their own and other people‟s emotional reactions, which means they are better place to deal with job stress. Conversely, individuals who have lower EI is opposite to others who have higher EI. However, because of the outcome of our study, the interpretation of the negative relationships that exist between emotional intelligence and job stress isn‟t supported. According to the result of this study, we are unsure about the negative relationship of emotional intelligence and job stress. Thus, we suggest that using emotional intelligence to predict the job stress is suspicious.. 5.2.2 Gender Role In our research, we suppose that different gender roles have different levels of job stress and femininity should perceive less job stress than masculinity. According to the result of this study, we find not only that different gender roles have different levels of job stress but also that the order of job stress which different gender roles 36.

(45) perceive. The outcome is partly consistent with the literatures which indicate that femininity perceives less job stress than masculinity does because the past scholars indicated that the trait of femininity is sensitive to perceive anxiety and job stress means that individuals perceive anxiety that results from work situation. Thus, we suggest that people who have higher femininity may be easier to perceive job stress than others who have lower femininity and people who have higher masculinity may be more confident of own ability which can overcome the problems that are regarded as job stress by other people than others who have lower masculinity, so gender roles may be considered the standard of selecting employees who perceive less job stress in the same work situation. According to the previous literatures, we also examine that males and females perceive the different levels of job stress because the effects of sex roles are similar to the effects of gender roles and sex role stereotyping let personal behaviors be consistent with an internalized sex role standard. On the other hand, females are more aware of emotions, and males coped better with stress, are more flexible, and were more optimistic. The finding of this study reveals that males and females have no significant difference on perceiving job stress, and we suggests that human resource development should banish sex role stereotyping from the reference of selecting employees. Finally, the conclusion drawn above should be interpreted in relation to the selecting the employees who perceive less job stress than others in the same work situation. In our findings, using emotional intelligence to predict the job stress is suspicious, gender roles make differences on perceiving job stress and the levels of perceiving job stress varies with the different gender roles, and sex roles have no difference on perceiving job stress in spite of the supporting that based on sex role standard of the previous literatures. 37.

(46) 5.3 Future Research and Limitation This study has some limitations. First, we choose the samples of bank clerk in our research. Nevertheless, it brings an applied problem because we just test the effect on specific occupation.. If we test the same hypotheses to other occupations, the. results may be different. We mean that the outcomes of the research cannot easily explain the same situations in other occupations. Because specific occupation has the specific properties, these properties may influence the outcomes of our hypotheses. Thus, other occupations have different natures and these different natures are not controlled in our research.. Second, self-report questionnaires exists some flaws.. There may be the distinction between personality traits and cognitive abilities. We also have some suggestions for the future researches. First, the relationship of EI and Job Stress is uncertain, and we can attempt to understand the reason in the future.. Second, we suggest that future research should gather samples among. various careers base on the limitation of our samples.. 38.

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(51) Appendix A 問卷調查各位先進您好：這是一份學術性的問卷，目的在探討台灣金融機構員工在組織行為方面的議題，懇請您撥空填寫此問卷，您的回答對本研究有重大幫助。本問卷採不記名方式填答，資料絕對保密。本問卷答案並無所謂對錯,請依照您個人真實的感受填答，請不要忘記每一題都必須作答。謝謝您抽空填寫此問卷，感謝您的參與，謹此獻上最高敬意。敬祝身體健康，萬事如意國立高雄大學經營管理研究所指導教授：吳毓麒研究生：施畊宇. 老師謹啟. 第一部分：本部分希望了解您目前工作的狀況或心理感受程度。依照您的實際感受，請在每個問題右邊勾選一個答案以代表您目前感受到的狀況。請務必回答每一題。非常不同. 不. 普. 同. 非常. 意. 意. 通. 意. 意. 同同. 1.. 我會因為工作覺得焦慮或煩悶…………………………………. □. □. □. □. □. 2.. 我目前的工作使我很難有足夠時間與家人相處………………. □. □. □. □. □. 3.. 我的工作量比應該做得還要多…………………………………. □. □. □. □. □. 4.. 我只覺得自己花很多時間在工作，卻發現不到工作的意義…. □. □. □. □. □. 5.. 我常常覺得工作讓我不知所措…………………………………. □. □. □. □. □. 6.. 我的工作使我沒有很多時間從事其他活動……………………. □. □. □. □. □. 7.. 一想到自己的工作，就會覺得緊張……………………………. □. □. □. □. □. 8.. 我經常感到與公司是一體的……………………………………. □. □. □. □. □. 9.. 我的工作很多但常覺得時間太少………………………………. □. □. □. □. □. 10.. 工作以外的時間，我常擔心工作未做好而感到心虛…………. □. □. □. □. □. 11.. 我有時害怕家裡的電話鈴聲，因為它可能與公司事務有關…. □. □. □. □. □. 12.. 我感到自己未曾有一天休息的…………………………………. □. □. □. □. □. 13.. 很多與我相同階層的同事常因為工作而覺得倦怠……………. □. □. □. □. □. 43.

(52) 第二部分：本部分希望了解您對自己的看法，請在每個問題右邊勾選一個答案以代表您目前的狀況。請務必回答每一題。非常不同意. 不. 普. 同. 非常. 意. 通. 意. 同意. 同. 1.. 我知道何時應該向別人傾訴我個人的問題……………………. □. □. □. □. □. 2.. 遭遇到困難時，我都會回想過去遇到類似困難時克服它的情況…………………………………………………………………. □. □. □. □. □. 3.. 我對所嘗試的每一件事情，都會期待要有好的表現…………. □. □. □. □. □. 4.. 別人覺得可以放心地信賴我……………………………………. □. □. □. □. □. 5.. 我能了解別人非語言的訊息……………………………………. □. □. □. □. □. 6.. 生命中曾有某些重要事件，讓我重新評估什麼重要，什麼不重要………………………………………………………………. □. □. □. □. □. 7.. 當我心情改變我就會看到新的可能……………………………. □. □. □. □. □. 8.. 生命會因為感情，而更加可貴…………………………………. □. □. □. □. □. 9.. 我很容易察覺自己的情緒變化…………………………………. □. □. □. □. □. 10.. 我常常期待有好事發生…………………………………………. □. □. □. □. □. 11.. 我喜歡和別人分享自己的感受…………………………………. □. □. □. □. □. 12.. 當自己有正面的感受時，我知道如何將這感受持續下去……. □. □. □. □. □. 13.. 我會安排一些讓別人高興的事…………………………………. □. □. □. □. □. 14.. 我會去找出使自己快樂的事……………………………………. □. □. □. □. □. 15.. 我會注意到自己所傳達給他人的非語言訊息…………………. □. □. □. □. □. 16.. 我會用讓別人有好印象的方式呈現自己………………………. □. □. □. □. □. 17.. 當我情緒很好時，解決問題就變得輕而易舉…………………. □. □. □. □. □. 18.. 看別人臉上的表情，我就能察覺到他的心情…………………. □. □. □. □. □. 19.. 我能了解自己情緒改變的原因…………………………………. □. □. □. □. □. 20.. 情緒很好的時候，我會有新的想法……………………………. □. □. □. □. □. 21.. 我能控制自己的情緒……………………………………………. □. □. □. □. □. 22.. 我能輕易地分辨出自己現在的情緒……………………………. □. □. □. □. □. 23.. 我會藉由想像手中的工作將會有好的結果，來激勵自己繼續努力………………………………………………………………. □. □. □. □. □. 24.. 別人有好的表現時，我會恭喜他………………………………. □. □. □. □. □. 25.. 我能察覺別人傳達的非語言訊息………………………………. □. □. □. □. □. 26.. 別人告訴我他生命中重要的事情時，我可以感同身受………. □. □. □. □. □. 44.