Search

Two years after Portugal won the UEFA European Championship, we examined what the Portuguese remember of this momentous occasion. We investigated if flashbulb memories (FBMs) and event memories (EMs) were determined by distinct factors, and whether EM was a predictor of FBM. Participants responded to an online questionnaire about their FBM, EM and set of predictors. Structural equation modeling revealed that FBM and EM were associated with different pathways. Interest in football predicted importance which triggered emotional intensity which predicted personal rehearsal, a direct determinant of FBMs. On the other pathway, interest determined knowledge about football, the main predictor of EMs. Importantly, EM was a causal determinant of FBM which shows that the memory trace for the original event enhances memory for the reception context. The findings suggests that even though the two types of memories are determined by independent factors, they interact very closely., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Ribeiro, Marques, Roberto and Raposo.)

The phenomenon of information and communication technology (ICT)-assisted after-hours work has led to rising academic interest in examining its impact on workers' lives. ICT-assisted after-hours work may intrude on the home domain and contribute to higher work-family/life conflict, lower work-family/life balance, or higher work-family/life enrichment (the last one owing to the acquisition of competencies transferable to the home domain). Additionally, owing to cultural and societal differences in gender roles, the relationships between ICT-assisted after-hours work and work-family/life management variables may differ between female and male workers. To analyze the current empirical findings, this study performed a literature review with 38 articles and a meta-analysis with 37 articles. Our findings showed that ICT-assisted after-hours work was positively related to work-family/life enrichment ( r = 0.335, p < 0.001; 95% CI [0.290, 0.406]), but also to work-family/life conflict ( r = 0.335, p < 0.001; 95% CI [0.290, 0.406]). However, neither gender nor pre-/post-COVID significantly affect the relationship between ICT-assisted after-hours work and work-family/life conflict. Finally, future research and implications are discussed., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Santos, Roberto, Camilo and Chambel.)

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout's negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers' main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers' social and emotional competence appears to be particularly promising, positively impacting teachers' well-being and personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention's implementation of the A+ , an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants (96.3% female, M Age = 46.21, SD Age  = 4.82, n  = 42 assigned to the experimental group) from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables (i.e., social and emotional skills) and distal variables (e.g., well-being, burnout symptoms), and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation (e.g., participant responsiveness, fidelity), with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal (e.g., increased self-regulation, positive relationship, conflict management skills) and distal variables (e.g., increased emotional well-being, decreased occupational stress and emotional exhaustion symptoms) favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants' responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers' burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs' efficacy, as well as the need to adapt and consider context variables in research and practice., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Oliveira, Roberto, Veiga-Simão and Marques-Pinto.)

Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [ g = 0.59, 95% CI (0.29, 0.90)], well-being [ g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [ g = -0.34, 95% CI (-0.57, -0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Oliveira, Roberto, Pereira, Marques-Pinto and Veiga-Simão.)

Objective: Illness perceptions (IP) are important predictors of emotional and behavioral responses in many diseases. The current study aims to investigate the COVID-19-related IP throughout Europe. The specific goals are to understand the temporal development, identify predictors (within demographics and contact with COVID-19) and examine the impacts of IP on perceived stress and preventive behaviors. Methods: This was a time-series-cross-section study of 7,032 participants from 16 European countries using multilevel modeling from April to June 2020. IP were measured with the Brief Illness Perception Questionnaire. Temporal patterns were observed considering the date of participation and the date recoded to account the epidemiological evolution of each country. The outcomes considered were perceived stress and COVID-19 preventive behaviors. Results: There were significant trends, over time, for several IP, suggesting a small decrease in negativity in the perception of COVID-19 in the community. Age, gender, and education level related to some, but not all, IP. Considering the self-regulation model, perceptions consistently predicted general stress and were less consistently related to preventive behaviors. Country showed no effect in the predictive model, suggesting that national differences may have little relevance for IP, in this context. Conclusion: The present study provides a comprehensive picture of COVID-19 IP in Europe in an early stage of the pandemic. The results shed light on the process of IP formation with implications for health-related outcomes and their evolution., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Dias Neto, Nunes da Silva, Roberto, Lubenko, Constantinou, Nicolaou, Lamnisos, Papacostas, Höfer, Presti, Squatrito, Vasiliou, McHugh, Monestès, Baban, Alvarez-Galvez, Paez-Blarrina, Montesinos, Valdivia-Salas, Ori, Lappalainen, Kleszcz, Gloster, Karekla and Kassianos.)