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Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of the study was to measure work commitment in a sample of Mexican workers, working remotely due to the SARS-COV-2 confinement, in order to observe if psychological capital as well as resources for remote work can have an influence on the level of commitment they exhibit. Methodological design: A non-experimental, crosssectional design was used, applying a set of scales to a non-probabilistic sample of 404 workers (57.2% women, 42.8% men; with an average age of 35.82 years). Work commitment was evaluated using the UWES-9 scale, translated and adapted by Villa et al. (2019); psychological capital was assessed with the PCQ-12 scale, translated and adapted by Santana-Cárdenas et al. (2018), and a list of resources for remote work was created. Results: A structural equation model was proposed showing a mediation effect of psychological capital between resources and commitment; additionally, we observed that the level of engagement shown did not appear different to studies conducted prior to the pandemic. Research limitations: The measurement model did not match the original structure of the scales, hence, further studies are suggested to explore the relevance of their use. Findings: The results highlight the importance of proper adaptation to remote work that enhances workers’ psychological capital and contributes to maintaining their work commitment. [ABSTRACT FROM AUTHOR]

Psychosocial risks are one of the main causes of illnesses and accidents at work. The teaching community is very prone to burnout. Faced with this psychosocial risk, resilience is advocated as a human condition to remake itself in the face of difficulties. Likewise, the latest trends in the study of burnout have turned towards the study of engagement as a positive and optimal aspect of professional development and, among the main causes of engagement, personal resources stand out. The objective of the study was to analyze the relationships between the perceptions of burnout, resilience and engagement in the participants. The sample was made up of 334 teachers (26.34% of the invited sample) from 35 public Primary Education (PE) centers. It is a cross-sectional, descriptive and correlational study, responding to a simple random sampling of the population of 1,268 teachers in the 2017/2018 academic year, through voluntary and anonymous participation. For the measurement of burnout, the adaptation to Spanish of the (MBI-GS) was used. Resilience was assessed using the Serrano Resilience Assessment Questionnaire, and engagement was measured using the State Work Engagement (SWE) test developed from the Utrecht Work Engagement Scale. Resilience and engagement correlated negatively with exhaustion and cynicism and positively with efficacy. The importance of promoting resilient coping strategies and the development of personal resources that act as protective factors against burnout is stressed. [ABSTRACT FROM AUTHOR]

The great medical advances achieved in the last decades have allowed an unusual increase in life expectancy in a large part of the world population, especially in developed countries. However, this remarkable improvement in the physical health of people contrasts with the high numbers of mental illnesses that plague in many contemporary societies. In order to prevent and reduce the high incidence of mental health problems, in recent years we are witnessing a growing interest in the scientific study of personal psychological resources as a guarantor of full psychological functioning. In line with this approach, numerous psychological proposals emphasize the importance of promoting the development of individual capacities and potentialities, to the extent that this dimension of personal growth stands as one of the most genuine and representative factors of psychological well-being. This paper aims to deepen the understanding of this core pillar of human well-being. Firstly, there is a brief historical journey of the personal growth construct, from its pioneering Aristotelian conception to its operationalization by relevant psychologists such as Maslow, Rogers, Jung or Frankl, among others. These contributions constitute the root for which contemporary psychology is nourished when explaining and defining this topic. In particular, and relying on different theories, approaches, and psychological currents widely accepted today, secondly, we analyze in this paper those resources most closely associated with personal growth, among which are self-determination, flow, mindfulness, compassion, and psychological capital. [ABSTRACT FROM AUTHOR]

The psychological impact due to the coronavirus pandemic (COVID-19) has been evidenced. Some of the variables associated with this have been the presence of previous financial problems, being students or being inactive, all of them issues related to the work and academic scope. Consequently, the main objective of the work was to analyze the mediating role that personal strengths for mental health have in the face of academic/work interference caused by lockdown due to COVID-19 in Spain based on work status (students, workers active and inactive), controlling in turn for other sociodemographic variables (sex and age). For the data collection of this descriptive crosssectional study, an online survey was used, composed of instruments to assess the degree of interference in academic/work activities (ad hoc), maladaptive coping strategies (COPE-28), resilience (CD-RISC), covitality (SEHS), healthy habits (ad hoc), psychological well-being (WHO-5) and psychological distress (PHQ-4). The results showed: on the one hand, that the groups of students and inactivity showed worse mental health indicators and personal resources, while the opposite effect was found in the group of active workers; and, on the other hand, the PROCESS mediation models (model 4) evidenced a damping effect of personal resources between perceived academic/work interference and psychological adjustment indicators (well-being and psychological distress), regardless of the work category. In conclusion, the protective role of personal resources in psychological adjustment during lockdown due to COVID-19 is highlighted. [ABSTRACT FROM AUTHOR]

Objective: To describe the elements influencing adherence to non-pharmacological treatment in patients diagnosed with chronic kidney disease. Method: Research with a qualitative approach and phenomenological design; in-depth semi-structured interview technique applied to five patients. Categories: social imaginary on illness, patients care, social support, personal resources, among others. Results: At the social level, the Imaginary built around the disease and doctor-patient relationships, including its support, affect adherence to treatment. At the individual level, free time use and religious believes as primary resources identified. Discussion: Within individual life histories, a variety of elements influence the adherence to non-pharmacological treatment, which makes It difficult to intervene patient's changes at the physical, cognitive, and emotional levels. [ABSTRACT FROM AUTHOR]

The main aim of this paper was to analyze the relationships between external resources and personal resources of participants during their process to pass the Estate Exam for the National Police and the results related to their attitudes and behaviors in relation to the same preparation process. In the study, a sample of 130 candidates to enter the National Police from all over Spain participated. The findings show that socialization related to organizational history and self-efficacy beliefs predict commitment to the preparation process, optimism predicts experienced stress, social support, and optimism together with self-efficacy predict satisfaction and, finally, the anticipatory socialization relative to the language of the organization predicted the excellent performance of the participants. The results are discussed in terms of their practical implications. [ABSTRACT FROM AUTHOR]

What variables are implicated in burnout appearance and maintenance among university students is one of the facts that has raised lately a greater attention in burnout investigation. In this context, our work assesses if students' self-esteem level causes meaningful differences in students' burnout. The sample comprised a total of 487 students selected among different Spanish universities of Physiotherapy, 354 women (72.68%) and 133 men (27.32%), aged between 18 and 47 years old (M = 21.28; SD = 4.32). We measure self-esteem by using Rosenberg's Self- Esteem Scale. Burnout was evaluated by using Maslach Burnout Inventory (MBI). One-way ANOVA was calculated in order to estimate statistical differences in students' burnout according to their level of self-esteem. Furthermore, Cohen's d was used in order to establish the effect sizes of those differences. Our results show that burnout syndrome appears when students' self-esteem is low. Nevertheless, higher levels of selfesteem show lower levels of emotionally exhaustion and despersonalization, and higher levels of personal accomplishment. In view that self-esteem works as a protector factor of burnout, we highlight that enhancing students' self esteem is one of the better ways to prevent this syndrome. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Psicología is the property of Sociedad Interamericana de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within the framework of a positive organizational psychology approach, our objective was to analyse the predictive validity of several personal dimensions (self-esteem, professional self-efficacy, dispositional optimism and perceived emotional abilities) on burnout syndrome and symptoms associated with stress in primary and secondary school teachers. The sample consisted of 245 teachers who filled out a battery of questionnaires on optimism, self-esteem, professional self-efficacy, emotional abilities, burnout and stress symptoms. In general, personal resources explained for a significant percentage of variance of burnout symptoms and, in particular, symptoms associated with stress. In regard to incremental validity, the importance of perceived emotional intelligence, attention to feelings and mood clarity are highlighted as factors capable of explaining the variance in burnout syndrome after controlling for teachers' levels of self-esteem, self-efficacy and optimism. The importance of investigating the affective mechanisms involved in the onset and maintenance of burnout syndrome are discussed. [ABSTRACT FROM AUTHOR]