Can't Get Work off My Mind: The Effect of Nonwork Goal Reflection on After-Work Rumination and Well-Being
成果类型：
Article
署名作者：
Foulk, Trevor A.; Tu, Min-Hsuan; Schaerer, Michael; Johnson, Amber
署名单位：
State University System of Florida; University of Florida; State University of New York (SUNY) System; University at Albany, SUNY; University at Buffalo, SUNY; Singapore Management University; University System of Maryland; University of Maryland College Park
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037/apl0001325
发表日期：
2026
关键词：
FAMILY CONFLICT
negative affect
PSYCHOLOGICAL DETACHMENT
EMOTIONAL EXHAUSTION
IMPLICIT MEASURES
JOB DEMANDS
individual-differences
recovery experiences
LEADER-BEHAVIOR
MODERATING ROLE
摘要：
Many employees lament that their inability to stop ruminating about work during nonwork time is one of their most significant work-related challenges, yet limited research has articulated actionable strategies to address this issue on a day-to-day basis. Integrating goal shielding theory with rumination theory, our model introduces nonwork goal reflection as a deliberate behavioral intervention employees can engage in to curtail work-related rumination, in a way that facilitates well-being during nonwork time. Specifically, we argue that engaging in nonwork goal reflection-where employees intentionally reflect on nonwork goals to be completed during their nonwork time-can curtail work-related rumination and is associated with enhanced well-being. Additionally, our model identifies employee workaholism as a boundary condition: The benefits of nonwork goal reflection for rumination (and well-being) are weaker (vs. stronger) for employees higher (vs. lower) in workaholism. We conducted a field experimental experience sampling study that supports our theoretical model. Additionally, we conducted several supplemental studies that enhance theoretical rigor and precision by examining the underlying assumptions of our model. Theoretical and practical implications of our findings are discussed.