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Background: Critical care nurses are vulnerable to depression, which not only lead to poor well-being and increased turnover intention, but also affect their working performances and organizational productivity as well. Work related factors are important drivers of depressive symptoms. However, the non-liner and multi-directional relationships between job demands-resources and depressive symptoms in critical care nurses has not been adequately analyzed. Understanding these relationships would be helpful for reducing depression, increasing nurses' well-being and retain healthcare forces. Methods: This was a cross-sectional study using baseline data from the Nurses' mental health study (NMHS), a prospective cohort study on nurses from 67 tertiary hospitals in 31 province-level administrative regions in China. Only clinical nurses working in the ICU were included (n = 13,745). Data were collected using online questionnaires, and analyzed using network analysis and structural equation model. Job demands (average working hours per week, average number of night shifts per month, paperwork burden and work-life balance), job resources (supervisor support, co-worker support, leader justice, organizational climate satisfaction, work meaning, and career prospect), personal resource (resilience) and depressive symptoms were main variables in the networks, while demographic data and social health (social-emotional support and loneliness) were covariates. Results: The prevalence of severe, moderately severe, moderate, mild, and none or minimum depressive symptoms in critical care nurses of this study were 1.21, 3.42, 9.76, 42.88, and 42.07% respectively. In the final network, 132 of 210 possible edges (62.8%) were not zero. "Fatigue" had the highest expected influence, followed by "Motor", and "Appetite". Meanwhile, in terms of job demands-resources and personal resources, the node with the highest expected influence was "Supervisor support", followed by "Work meaning" and "Co-worker support". Three bridge variables were identified: "Resilience-adaptation", "Average working hours per week", and "Co-worker support". The final structural equation model basically supported the results of network analysis with an acceptable model-fit (GFI = 0.918, AGFI = 0.896, PCFI = 0.789, PNFI = 0.788, NFI = 0.909, IFI = 0.911, CFI = 0.911, SRMR = 0.040, and RMSEA = 0.064). Conclusions: There was a rather strong interconnectedness between depressive symptoms and job demands-resources. Fatigue, motor, and appetite were core depressive symptoms of critical care nurses. Close attention to those symptoms could help recognize depression in critical care nurses. Supervisor support, work meaning, and co-worker support played vital roles as job resources in reducing depression, while negative impact of long average working hours per week were more contagious. Resilience, as personal resources, could help mediate the associations between job demands-resources and depression. In clinical practice, it's recommended for nursing managers to (1) encourage critical care nurses to find their "meaning in work", (2) implement resilience enhancing programs for nurse, (3) build and maintain meaningful relationships with nurses and support them in daily work, and (4) create a harmonious and dedicated working environment where co-workers are willing to help and support each other. Improvements in those modifiable aspects could help reduce risk and prevent exacerbations of depressive symptoms in critical care nurses. [ABSTRACT FROM AUTHOR]

Although mistreatment in the workplace has been widely acknowledged, the impact of coworker undermining has not been adequately explored in the literature. Using insights from the job demands–resources model, we suggest that coworker undermining is a job demand that is associated with negative affect and somatic complaints. In mitigation of this, we propose two personal resources (i.e. forgiveness and revenge cognitions) as buffers of the positive relationship between coworker undermining and somatic complaints via negative affect. We explore these relationships in a time‐lagged study involving 229 participants who responded to three surveys over a month‐long period. Our findings show that coworker undermining is related to high levels of negative affect in the following week, and that this spills over to somatic complaints. However, this is only true for victims of undermining who do not forgive their colleagues. [ABSTRACT FROM AUTHOR]

Introduction: Despite the importance of addressing different stages of cancer, there is a lack of data on how these stages relate to coping strategies. This study aims to analyze coping strategies among adolescents with cancer by comparing two distinct time points, the treatment phase and the post-treatment phase, with a particular focus on age and gender. Methodology: A total of 201 cancer patients aged 12 to 17 years from Alicante, Valencia, and Madrid participated in the study. They completed a Demographic and Clinical Data Form questionnaire capturing age, gender, and illness phase, along with the ACS to assess coping strategies. Results: During the treatment phase, strategies such as "worrying", "stress reduction", "ignoring the problem", and "self-blame" were used more frequently than during the follow-up phase, revealing notable changes in emotional management between the two stages. Gender differences were observed in the first three strategies. Conclusions: The coping strategies of adolescents with cancer vary significantly between the treatment and follow-up phases, with greater use of certain strategies during treatment and a decline in their use post-treatment. These findings highlight the evolving emotional demands of each stage and emphasize the need for targeted interventions that address the specific coping needs unique to each phase. Such targeted interventions in clinical settings could support emotional management by adapting strategies to the distinct challenges faced by adolescents during treatment and post-treatment phases. [ABSTRACT FROM AUTHOR]

Social sustainability in organizations refers to fostering well-being, inclusion, and the development of supportive relationships that enhance individual well-being and collective resilience. This study explores the relationship between compassionate leadership and work engagement, focusing on the mediating role of employee well-being. Compassionate leaders actively engage with their followers' needs, offering emotional support and practical help and aligning with social sustainability principles by promoting positive workplace outcomes and fostering a supportive environment. Despite compassionate leadership having generated growing interest, very few studies have adopted a quantitative approach to examining its specific effects on employee outcomes, creating a significant gap in the literature specifically concerning how compassionate leadership affects employee engagement or additional variables, such as employee well-being. Framed in the Job Demands-Resources (JD-R) Model, our study addresses this gap by examining whether compassionate leadership can serve as a job resource by increasing work engagement through employee well-being as a personal resource. The study was carried out on a sample of 225 Spanish workers, and the data were examined through a structural equation model (SEM) to test the proposed model. The results showed a good model fit to the data, showing that well-being acts as a key mediator in the relationship between compassionate leadership and job engagement. Although we did not find a direct association between compassionate leadership and engagement, we found that compassionate behaviors significantly improve employee well-being, which in turn promotes higher engagement. These results extend the JD-R model by demonstrating that leaders' compassionate leadership can serve as a job resource, contributing to a supportive and socially sustainable workplace. [ABSTRACT FROM AUTHOR]

In recent years, research has noted the increasing prevalence of mental health problems among university students. The current mental health needs of the university population, along with the multitude of stressors they face, have increased the importance of examining their psychological well-being and determining the personal resources that effectively promote it. In this context, the present research aims to analyze the roles of psychological capital (PsyCap) and coping strategies as personal resources that are significantly related to the psychological well-being (PWB) of university students. Specifically, the mediating roles of various coping strategies (both adaptive and maladaptive) in the relationship between PsyCap and PWB are explored. The study involves 391 university students from Spain. The results show partial mediation effects of adaptive coping strategies (cognitive restructuring and social support) on the relationship between PsyCap and PWB. Likewise, PsyCap is shown to be a direct positive predictor of adaptive coping strategies and PWB, as well as a direct negative predictor of maladaptive coping strategies (self-criticism). Therefore, it is concluded that PsyCap and some adaptive coping strategies serve as valuable personal resources that predict PWB in university students. PsyCap is also associated with a lower tendency to engage in maladaptive coping strategies, such as self-criticism. Similarly, the use of cognitive restructuring and/or social support is related to high levels of PWB among university students.

In recent years, research has noted the increasing prevalence of mental health problems among university students. The current mental health needs of the university population, along with the multitude of stressors they face, have increased the importance of examining their psychological well-being and determining the personal resources that effectively promote it. In this context, the present research aims to analyze the roles of psychological capital (PsyCap) and coping strategies as personal resources that are significantly related to the psychological well-being (PWB) of university students. Specifically, the mediating roles of various coping strategies (both adaptive and maladaptive) in the relationship between PsyCap and PWB are explored. The study involves 391 university students from Spain. The results show partial mediation effects of adaptive coping strategies (cognitive restructuring and social support) on the relationship between PsyCap and PWB. Likewise, PsyCap is shown to be a direct positive predictor of adaptive coping strategies and PWB, as well as a direct negative predictor of maladaptive coping strategies (self-criticism). Therefore, it is concluded that PsyCap and some adaptive coping strategies serve as valuable personal resources that predict PWB in university students. PsyCap is also associated with a lower tendency to engage in maladaptive coping strategies, such as self-criticism. Similarly, the use of cognitive restructuring and/or social support is related to high levels of PWB among university students. [ABSTRACT FROM AUTHOR]

The prevalence of mental health problems in adolescence is high, and it would appear that certain conditioning factors such as having a Specific Learning Disability (SpLD), the application of educational measures (repeating a school year), or gender can have an impact on the socioemotional development of adolescents. However, we do not yet have a clear picture of the role played by each variable or whether there are interactions between them. Therefore, the objective of this study is to analyse the effect of these independent variables on internalising problems (anxiety and depression) and on personal resources (self-esteem, social competence, and awareness of the problem). The sample is composed of 80 students, 40 with SpLD and 40 control, aged between 12 and 17 years old, matched in terms of age and gender. The results indicate that the variables Specific Learning Disabilities and educational measures have a negative impact on internalising problems and personal resources of adolescents, while there is no significant effect with respect to gender. In addition, we identified interactions between having SpLD and being held back a year. We therefore call into question the negative impact of repeating a school year according to the condition. [ABSTRACT FROM AUTHOR]

Copyright of Psychology, Society & Education is the property of Psychology, Society & Education 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.)

ObjectiveStudent age and starting higher education require adaptation to a new physical and psychosocial environment, making the time of studies a highly sensitive period. Current and future generations of students are also likely to face additional global stressors, which potentially exacerbate their mental wellbeing. The aim of the study was to investigate how higher education students' appraisal of the COVID-19 pandemic situation and of their personal resources predict mental wellbeing (anxiety and curiosity).MethodsThe study used cross-sectional data collected from 3,727 higher education students in an online survey conducted during the first wave of the COVID-19 pandemic.ResultsAfter controlling for a number of pandemic-related factors, all considered aspects of the pandemic situation appraisal and resources appraisal were significant predictors of anxiety and/or curiosity. The most important predictors of anxiety were sense of control, information stress, pandemic interest, and self-efficacy, and the most important predictors of curiosity were self-efficacy, health promoting behaviors, and sense of control. Tested models explained 61% of variance of anxiety and 36% of variance of curiosity.ConclusionAppraisal of own personal resources seems critical for both indicators of mental wellbeing. These results may significantly contribute to sufficient planning of mental-wellbeing oriented interventions for young adults in Higher Education.

Students who experience high wellbeing are better able to develop and perform. Personal resources can contribute to experiencing wellbeing and interventions can be used to develop them. However, it is not yet sufficiently clear what such interventions should look like to be effective. Therefore, this study focuses on formulating design principles for interventions aimed at developing four personal resources of honors students: self-efficacy, optimism, inquiry mindedness, and self-regulation. Data were collected in focus groups. Data showed that design principles for interventions to develop those four personal resources differ somewhat, but in common they combine group and individual activities, students are taught basic skills to help them directing their own development, they have an ongoing character and consist of recurring activities. The design principles can be used to design interventions to enhance honors students’ personal resources. Further research is needed into the design and effects of these interventions and possible generalisation.

Introduction: Building upon the conservation of resources theory and the episodic process model of performance, this research addresses the gap in understanding how daily variations in two personal resources, particularly their interaction, affect job performance. Specifically, this study examines the influence of vigor and mindfulness on daily fluctuations in task performance considering the potential compensation effect between these personal resources in the workplace. Methods: We conducted a five-day online diary study involving 192 participants (926 daily observations). At the conclusion of each workday, participants were asked to assess their level of mindfulness and vigor in the workplace using validated scales, as well as estimate their task performance. Results: Multilevel analyses showed that both daily mindfulness and daily vigor positively predict self-reported task performance. The interaction between mindfulness and vigor was significant. The results suggest that high levels of mindfulness can compensate for low levels of vigor, and vice versa. Discussion: Exploring the interplay of personal resources at work provides a valuable starting point for individual-tailored interventions that enable individuals to reach their full potential. Enhancing employees' mindfulness may increase job performance directly and empowers workers to compensate for periods of low energy. [ABSTRACT FROM AUTHOR]

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.)

This systematic review of 55 empirical studies explores the relationship between personal resources and work engagement in various work environments. Its contribution is threefold: first, to identify the constructs that illustrate the ability of personal resources; second, to analyse current methods for studying personal resources and highlighting their limitations in theoretical generalisation; and third, to examine the role of personal resources to influence work engagement. The review identifies notable gaps in existing research and offers valuable perspectives to promote employee engagement in different professional settings. Findings highlight the need for cultural and sector-specific research to understand diverse responses to job demands and resources. It suggests the integration of emerging constructs like growth mindset and emotional intelligence into these models and emphasises the need for a more varied methodological approach, including longitudinal and qualitative studies. Additionally, it highlights the need to explore the impact of social, cultural, and technological factors in this relationship. An implication from this study is that organisations can improve job satisfaction, reduce turnover intentions, and enhance overall performance by creating a supportive environment that encourages personal resources. This can be achieved through offering training and development programmes, fostering a positive work culture, and ensuring a balance between job demands and resources. [ABSTRACT FROM AUTHOR]

The Russian invasion of Ukraine in 2022 has significantly impacted the subjective well-being of Ukrainian Information Technology specialists, challenging their internal resilience resources, such as belief in a just world and existential fulfillment. This exploratory study investigates how wartime conditions influenced these professionals’ internal resources and subjective well-being. Two independent samples participated in two time points, 80 specialists in 2021, before the invasion (42.5% women; M = 35.33 years; SD = 7.77), and 77 in 2022, during wartime (48.05% women; M = 34.48; SD = 7.43). Moderation and mediation analyses were applied to examine the roles of personal belief in a just world, existential fulfillment, age, and gender. Findings reveal a considerable decline in subjective well-being and a weakening of internal resources, with the exception of the general belief in a just world. Age and gender as moderators modified changes induced by war in emotional discomfort and existential fulfillment, with decrease in the latter observed in two groups: women over 35 and men under 35. An increase in emotional discomfort was noted among women over 35. Mediation analysis showed that existential fulfillment and personal belief in a just world mediated the relationship between wartime stress and subjective well-being, as well as the effect of general belief in a just world on well-being. These results suggest that targeted support for maintaining existential fulfillment and personal belief in a just world may be essential for bolstering the well-being of Information Technology specialists under wartime conditions, particularly for vulnerable age and gender groups.

BackgroundThis cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms.MethodsThe study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Crèche Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers.ResultsThe findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers’ compassion and burnout.ConclusionsOur research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs.

To predict and ensure a healthy and high-performing nursing workforce, it is necessary to identify the antecedents that promote work engagement, especially among early-career nurses. To date no study has focused on this. This longitudinal survey, administered to 1204 nurses working in seven general hospitals with 200 or more beds in four prefectures in Japan at two different times in 2019, aims to examine the causal relationship between the personal and professional resources for nurses to work vigorously (PPR-N) and work engagement among nurses in the early stages of their careers, considering time as a key mediating factor. The analysis of structural equation modeling using the cross-lagged effect model supported that PPR-N had significant and positive effects on work engagement after 3 months among early-career nurses with less than 10 years of nursing experience. The PPR-N is a reliable antecedent of work engagement, which is typical of early-career nurses. These results may be provided guidance for managers in overseeing the work environment to ensure a thriving sustainable nursing workforce.

Objectives Music educators are subjected to many physical and psychological stresses encountered in the workplace. These stresses could be counteracted by certain work-related behavior and experience patterns as personal resources to reduce the negative consequences of stress. The aim of the study was to determine the existing work-related behavioral and experiential patterns and the characteristics of the Work-Related Behavior and Experience Patterns ( Arbeitsbezogenes Verhaltens- und Erlebensmuster – AVEM) questionnaire dimensions in the professional group of music educators according to age group. Material and Methods A total of 205 music educators (66.3% female) from various music schools in Germany participated in the online survey. The subjects were divided into 3 age groups (AG): AG I: ≤35 years, AG II: 36–45 years, AG III: ≥46 years. In addition to sociodemographic and occupational data, the standardized AVEM questionnaire was used according to Schaarschmidt and Fischer. The age and occupation-related data were evaluated in a correlation analysis with the expression of AVEM dimensions. Results A total of 71.4% of the music educators were ≥46 years old group. Another 12.8% belonged to AG II, and 15.8% belonged to AG III. The sex distribution in the 3 age groups was comparable (p = 0.261). The expression of all AVEM dimensions was within the reference range. The most pronounced dimension, with a stanine value of M±SD 5.2±2.15, was the willingness to spend. There was also no significant difference in the assignment to the 4 patterns in the 3 age groups (p = 0.669). Age showed a negative correlation with the experience of social support (ρ = –0.354). Conclusions The age-independent and high intervention-requiring expressions of the AVEM risk patterns A and B led to the recommendation of workplace prevention and health promotion measures. Therefore, it seems reasonable to promote appropriate stress management measures and resilience during studies. Int J Occup Med Environ Health. 2024;37(2):176–93

Abstract Background The burnout rates among residents urge for adequate interventions to improve resilience and prevent burnout. Peer reflection, also called group intervision sessions, is a potentially successful intervention to increase the resilience of young doctors. We aimed to gain insight into the perceived added value of intervision sessions and the prerequisite conditions to achieve this, according to residents and intervisors. Our insights might be of help to those who think of implementing intervision sessions in their institution. Methods An explorative, qualitative study was performed using focus groups and semi-structured interviews with both residents (n = 8) and intervisors (n = 6) who participated in intervision sessions in a university medical center in the Netherlands. The topic list included the perceived added value of intervision sessions and factors contributing to that. The interviews were transcribed verbatim and coded using NVivo. Thematic analysis was subsequently performed. Results According to residents and intervisors, intervision sessions contributed to personal and professional identity development; improving collegiality; and preventing burn-out. Whether these added values were experienced, depended on: (1) choices made during preparation (intervisor choice, organizational prerequisites, group composition, workload); (2) conditions of the intervision sessions (safety, depth, role of intervisor, group dynamics, pre-existent development); and (3) the hospital climate. Conclusions Intervision sessions are perceived to be of added value to the identity development of medical residents and to prevent becoming burned out. This article gives insight in conditions necessary to reach the added value of intervision sessions. Optimizing preparation, meeting prerequisite conditions, and establishing a stimulating hospital climate are regarded as key to achieve this.

Abstract Background While the link between non-standard work schedules and poor health outcomes is established, few studies have examined how resources both in and outside of work can support the well-being of workers with non-standard work schedules. Methods Using a cross-sectional survey, we assessed the association between one facet of well-being, life satisfaction, and job and personal resources. In 2019, an electronic survey was administered to two unionized, public service populations who work non-standard work schedules: transportation maintainers and correctional supervisors. We assessed life satisfaction with a 10-item scale; a broad set of job resources (reward satisfaction, supervisor support, co-worker support, schedule satisfaction, and working hours fit); and a broad set of personal resources (health status, sleep, physical activity, and finances). We used log-binomial regression models to estimate prevalence ratios and 95% confidence intervals among statistically significant univariate predictors. Results Of the 316 workers surveyed, the majority were male (86%), White (68%), and reported positive life satisfaction (56%). In multivariate models, the prevalence of positive life satisfaction was higher in workers reporting reward satisfaction (PR:1.35, 95% CI: 1.11, 1.65; p = 0.003), good work schedule fit (PR:1.43, 95% CI: 1.12, 1.83; p = 0.004), good health (PR:2.92, 95% CI: 1.70, 4.99; p

The importance of self-esteem during the course of oncological illness has been well-documented by some previous studies. However, data assessing its association with various coping strategies, especially considering the period of illness, are still scarce. The objective of this study is to analyze the differences in coping strategies among oncological adolescents, taking into account their self-esteem, illness period, age, and sex. A total of 201 oncological patients between the ages of 12 and 17 from three different Spanish cities were included in this study. All of them were asked to answer a tailored questionnaire, encompassing information about age, sex, and illness period. Additionally, the coping strategies were measured using the ACS scale, while self-esteem was evaluated using the SENA questionnaire. The results demonstrated that male adolescents and older individuals exhibited higher levels of self-esteem. The main coping strategies associated with higher self-esteem were “ignore the problem”, “focus on positive”, “physical recreation”, and “wishful thinking” both during the treatment and the follow-up phases. We conclude that higher self-esteem is associated with some of the coping strategies such as “focus on positive”, “ignore the problem”, and “wishful thinking”. Sociodemographic variables influence the relationship between self-esteem and coping strategies, but no differences were found regarding the period of illness.

Background/Objectives: The COVID-19 pandemic placed an immense burden on nursing home staff, significantly increasing their workload. How the impact of these challenges on job satisfaction is mitigated by personal and social resources, along with organisational support measures initiated by nursing homes, is investigated in this study. Methods: In 2021, a cross-sectional survey was conducted among nursing home staff in Rhineland-Palatinate (n = 373). The questionnaire contained parts of standardised instruments (parts of the Copenhagen Psychosocial Questionnaire (COPSOQ), Brief Resilience Scale) and self-developed questions related to support measures such as training, psychological support and work organisation changes. The association of these support measures, as well as personal and social resources (e.g., resilience, social support, sense of community), with job satisfaction was explored. Descriptive, bivariate and regression analyses were conducted. Results: While various support measures were offered to the nursing home staff, significant gaps remained. Training on hygiene and COVID-19 care was beneficial but not universally available. Similarly, psychological, pastoral and palliative support was lacking for a large portion of nursing home staff. Surprisingly, in the regression analysis, frequent information updates from supervisors were found to be negatively correlated with job satisfaction (p = 0.002). However, some personal and social resources (resilience (p = 0.002), social support (p = 0.001), sense of community at work (p ≤ 0.001), commitment to the workplace (p = 0.019), recognition by management (p ≤ 0.001)), and various support measures (training programmes (p = 0.005), changes in work organisation (p = 0.008), technical measures (p = 0.025)) were positively correlated with job satisfaction. Conclusions: This study highlights that despite the implementation of various support measures for nursing home staff during the COVID-19 pandemic, significant gaps remained. Notably, a substantial portion of staff members lacked access to crucial support services such as psychological, pastoral and palliative care. Furthermore, healthcare facility managers should prioritise the following support measures, especially during crises: comprehensive training, including resilience training; flexible working arrangements; and recognition for nursing staff. Ultimately, healthcare organisations should aim to create a supportive work environment that fosters a sense of community and belonging among their nursing workforce.

The importance of self-esteem during the course of oncological illness has been well-documented by some previous studies. However, data assessing its association with various coping strategies, especially considering the period of illness, are still scarce. The objective of this study is to analyze the differences in coping strategies among oncological adolescents, taking into account their self-esteem, illness period, age, and sex. A total of 201 oncological patients between the ages of 12 and 17 from three different Spanish cities were included in this study. All of them were asked to answer a tailored questionnaire, encompassing information about age, sex, and illness period. Additionally, the coping strategies were measured using the ACS scale, while self-esteem was evaluated using the SENA questionnaire. The results demonstrated that male adolescents and older individuals exhibited higher levels of self-esteem. The main coping strategies associated with higher self-esteem were "ignore the problem", "focus on positive", "physical recreation", and "wishful thinking" both during the treatment and the follow-up phases. We conclude that higher self-esteem is associated with some of the coping strategies such as "focus on positive", "ignore the problem", and "wishful thinking". Sociodemographic variables influence the relationship between self-esteem and coping strategies, but no differences were found regarding the period of illness. [ABSTRACT FROM AUTHOR]

Background While the link between non-standard work schedules and poor health outcomes is established, few studies have examined how resources both in and outside of work can support the well-being of workers with nonstandard work schedules. Methods Using a cross-sectional survey, we assessed the association between one facet of well-being, life satisfaction, and job and personal resources. In 2019, an electronic survey was administered to two unionized, public service populations who work non-standard work schedules: transportation maintainers and correctional supervisors. We assessed life satisfaction with a 10-item scale; a broad set of job resources (reward satisfaction, supervisor support, co-worker support, schedule satisfaction, and working hours fit); and a broad set of personal resources (health status, sleep, physical activity, and finances). We used log-binomial regression models to estimate prevalence ratios and 95% confidence intervals among statistically significant univariate predictors. Results Of the 316 workers surveyed, the majority were male (86%), White (68%), and reported positive life satisfaction (56%). In multivariate models, the prevalence of positive life satisfaction was higher in workers reporting reward satisfaction (PR:1.35, 95% CI: 1.11, 1.65; p=0.003), good work schedule fit (PR:1.43, 95% CI: 1.12, 1.83; p=0.004), good health (PR:2.92, 95% CI: 1.70, 4.99; p<0.0001), and good finances (PR:1.32, 95% CI: 1.01, 1.72; p=0.04). Conclusion Employers should consider increasing work recognition, as well as improving schedule fit, financial wellbeing, and overall good health in support of worker life satisfaction and ultimately well-being. [ABSTRACT FROM AUTHOR]

Background The burnout rates among residents urge for adequate interventions to improve resilience and prevent burnout. Peer refection, also called group intervision sessions, is a potentially successful intervention to increase the resilience of young doctors. We aimed to gain insight into the perceived added value of intervision sessions and the prerequisite conditions to achieve this, according to residents and intervisors. Our insights might be of help to those who think of implementing intervision sessions in their institution. Methods An explorative, qualitative study was performed using focus groups and semi-structured interviews with both residents (n=8) and intervisors (n=6) who participated in intervision sessions in a university medical center in the Netherlands. The topic list included the perceived added value of intervision sessions and factors contributing to that. The interviews were transcribed verbatim and coded using NVivo. Thematic analysis was subsequently performed. Results According to residents and intervisors, intervision sessions contributed to personal and professional identity development; improving collegiality; and preventing burn-out. Whether these added values were experienced, depended on: (1) choices made during preparation (intervisor choice, organizational prerequisites, group composition, workload); (2) conditions of the intervision sessions (safety, depth, role of intervisor, group dynamics, pre-existent development); and (3) the hospital climate. Conclusions Intervision sessions are perceived to be of added value to the identity development of medical residents and to prevent becoming burned out. This article gives insight in conditions necessary to reach the added value of intervision sessions. Optimizing preparation, meeting prerequisite conditions, and establishing a stimulating hospital climate are regarded as key to achieve this. [ABSTRACT FROM AUTHOR]

In pursuing this study, we were interested in the effect of changes in psychological demands over time on burnout. We were also interested in examining the moderating role resources could play between changes in job demands over time and employee burnout. Multilevel regression analyses of repeated measures were conducted to capture the hierarchical structure of the data (time (Level 1, n = 537 (12-month period between T1 and T2)); employees (Level 2, n = 289)) nested in firms (Level 3, n = 34). To measure change in psychological demands, the distribution of psychological demands at T1 and T2 were dichotomized at the T1 median. Following this dichotomization, four groups were created: low T1 and low T2; high T1 and low T2; low T1 and high T2, high T1 and high T2. In terms of direct associations, an increase in psychological demands over time was associated with emotional exhaustion and cynicism but not professional efficacy. Locus of control, self-esteem, and social support from supervisors were also directly associated with burnout. As for interaction effects, social support from coworkers attenuated the effect of changes in psychological demands over time (i.e., increasing psychological demands) on cynicism. In other words, employees facing greater psychological demands over time (increasing psychological demands) and benefitting from social support from their coworkers had less cynicism. Our findings offer meaningful insights into possible ways of lowering burnout levels. Based on the results obtained, psychological demands, social support, locus of control, and self-esteem should be considered valuable intervention targets. [ABSTRACT FROM AUTHOR]

Objectives: Music educators are subjected to many physical and psychological stresses encountered in the workplace. These stresses could be counteracted by certain work-related behavior and experience patterns as personal resources to reduce the negative consequences of stress. The aim of the study was to determine the existing work-related behavioral and experiential patterns and the characteristics of the Work-Related Behavior and Experience Patterns (Arbeitsbezogenes Verhaltens- und Erlebensmuster - AVEM) questionnaire dimensions in the professional group of music educators according to age group. Material and Methods: A total of 205 music educators (66.3% female) from various music schools in Germany participated in the online survey. The subjects were divided into 3 age groups (AG): AG I: =35 years, AG II: 36-45 years, AG III: =46 years. In addition to sociodemographic and occupational data, the standardized AVEM questionnaire was used according to Schaarschmidt and Fischer. The age and occupation-related data were evaluated in a correlation analysis with the expression of AVEM dimensions. Results: A total of 71.4% of the music educators were =46 years old group. Another 12.8% belonged to AG II, and 15.8% belonged to AG III. The sex distribution in the 3 age groups was comparable (p = 0.261). The expression of all AVEM dimensions was within the reference range. The most pronounced dimension, with a stanine value of M±SD 5.2±2.15, was the willingness to spend. There was also no significant difference in the assignment to the 4 patterns in the 3 age groups (p = 0.669). Age showed a negative correlation with the experience of social support (ρ = -0.354). Conclusions: The age-independent and high intervention-requiring expressions of the AVEM risk patterns A and B led to the recommendation of workplace prevention and health promotion measures. Therefore, it seems reasonable to promote appropriate stress management measures and resilience during studies. Int J Occup Med Environ Health. 2024;37(2):176-93. [ABSTRACT FROM AUTHOR]

IntroductionBuilding upon the conservation of resources theory and the episodic process model of performance, this research addresses the gap in understanding how daily variations in two personal resources, particularly their interaction, affect job performance. Specifically, this study examines the influence of vigor and mindfulness on daily fluctuations in task performance considering the potential compensation effect between these personal resources in the workplace.MethodsWe conducted a five-day online diary study involving 192 participants (926 daily observations). At the conclusion of each workday, participants were asked to assess their level of mindfulness and vigor in the workplace using validated scales, as well as estimate their task performance.ResultsMultilevel analyses showed that both daily mindfulness and daily vigor positively predict self-reported task performance. The interaction between mindfulness and vigor was significant. The results suggest that high levels of mindfulness can compensate for low levels of vigor, and vice versa.DiscussionExploring the interplay of personal resources at work provides a valuable starting point for individual-tailored interventions that enable individuals to reach their full potential. Enhancing employees’ mindfulness may increase job performance directly and empowers workers to compensate for periods of low energy.

This systematic review of 55 empirical studies explores the relationship between personal resources and work engagement in various work environments. Its contribution is threefold: first, to identify the constructs that illustrate the ability of personal resources; second, to analyse current methods for studying personal resources and highlighting their limitations in theoretical generalisation; and third, to examine the role of personal resources to influence work engagement. The review identifies notable gaps in existing research and offers valuable perspectives to promote employee engagement in different professional settings. Findings highlight the need for cultural and sector-specific research to understand diverse responses to job demands and resources. It suggests the integration of emerging constructs like growth mindset and emotional intelligence into these models and emphasises the need for a more varied methodological approach, including longitudinal and qualitative studies. Additionally, it highlights the need to explore the impact of social, cultural, and technological factors in this relationship. An implication from this study is that organisations can improve job satisfaction, reduce turnover intentions, and enhance overall performance by creating a supportive environment that encourages personal resources. This can be achieved through offering training and development programmes, fostering a positive work culture, and ensuring a balance between job demands and resources.

In pursuing this study, we were interested in the effect of changes in psychological demands over time on burnout. We were also interested in examining the moderating role resources could play between changes in job demands over time and employee burnout. Multilevel regression analyses of repeated measures were conducted to capture the hierarchical structure of the data (time (Level 1, n = 537 (12-month period between T1 and T2)); employees (Level 2, n = 289)) nested in firms (Level 3, n = 34). To measure change in psychological demands, the distribution of psychological demands at T1 and T2 were dichotomized at the T1 median. Following this dichotomization, four groups were created: low T1 and low T2; high T1 and low T2; low T1 and high T2, high T1 and high T2. In terms of direct associations, an increase in psychological demands over time was associated with emotional exhaustion and cynicism but not professional efficacy. Locus of control, self-esteem, and social support from supervisors were also directly associated with burnout. As for interaction effects, social support from coworkers attenuated the effect of changes in psychological demands over time (i.e., increasing psychological demands) on cynicism. In other words, employees facing greater psychological demands over time (increasing psychological demands) and benefitting from social support from their coworkers had less cynicism. Our findings offer meaningful insights into possible ways of lowering burnout levels. Based on the results obtained, psychological demands, social support, locus of control, and self-esteem should be considered valuable intervention targets.

Orientation: Organisations are increasingly integrating technology to enhance employee productivity and strategic goals. However, the acceptance of such technology is dependent on employees’ attitudes. Research purpose: This study seeks to understand: (1) the influence of employees’ levels of technology readiness and technology acceptance on their work engagement and (2) whether technology acceptance mediates the relationship between technology readiness and work engagement. Motivation for the study: Drawing from the Technology Readiness and Acceptance Model (TRAM), the Worker-Centric Design and Evaluation Framework for Operator 4.0 and the Job Demands-Resources (JD-R) theory, we posit that technology readiness and acceptance function as resources aiding employees in effectively navigating workplace technology, potentially fostering greater engagement. Research approach/design and method: Using a quantitative, cross-sectional approach, we examined 143 working adults’ technology readiness, technology acceptance and work engagement. Structural equation modelling (Partial Least Squares) guided the evaluation of hypotheses. Main findings: Results revealed a positive relationship between technology readiness and work engagement. Interestingly, technology acceptance showed a negative link with work engagement. Furthermore, technology acceptance partly mediated the direct link between technology readiness and work engagement. Notably, the significant and negative indirect effect suggests a potential suppressor variable role for technology acceptance. Practical/managerial implications: Practically, organisations should recognise the dual impact of technology on work engagement. When technology is perceived as a demand, interventions are crucial to counteract its adverse effects on engagement. Contribution/value-add: The study brings a multidisciplinary perspective to understanding how personal resources in the face of workplace technology can foster work engagement.

Introduction: Personal resources and resources of the sociocultural environment help children and adolescents to successfully cope with challenges in everyday life, which is associated with better individual well-being. SCOUT, the 'Study on Competence development in OUT-of-school settings', investigated whether participation in a summer camp enhanced adolescents' personal resources, well-being, and readiness to contribute to the community. Methods: The research took place during the Swiss National Jamboree of the Swiss Guide and Scout Movement, a two-week event in the summer of 2022, with a paper-pencil pretest (beginning of the camp -- T1) and posttest (end of the camp -- T2) survey (N = 607, aged 14--17). Confirmatory factor analyses were used to examine whether personal resources, well-being, and readiness to contribute to the community changed over time, and structural equation models were applied to test the direct and indirect effects of caring support from group leaders on the development of these variables. Results: In less than two weeks, camp participants demonstrated increased empathy, emotional self-control, optimism, and assertiveness. Furthermore, the adolescents reported more positive emotions, higher self-esteem, and stronger readiness to contribute to the community. Group leaders played a crucial role by influencing the positive development of well-being and readiness to contribute to the community both directly and indirectly through the promotion of personal resources. Discussion: The findings indicate that young people benefit not only from participating in collaborative activities in a stimulating environment, but also from caring support provided by their group leaders. [ABSTRACT FROM AUTHOR]

Entrepreneurial action can be directed toward identifying, generating, and exploiting potential business opportunities that can cause harm to others. Over and above the "rules of the game" of the economic system, we theorize on destructive entrepreneurial actions that result from entrepreneurs' impaired regulation of their decision making. Specifically, we build on the entrepreneurial action literature and draw on regulation theories of goal attainment and moral disengagement to develop an impaired-regulation model of destructive entrepreneurial actions. This model contributes to the entrepreneurship literature by providing new insights into (a) why some entrepreneurs are more susceptible to engaging their ventures in destructive entrepreneurial actions, (b) everyday entrepreneurs (the "who") engaging in destructive entrepreneurial actions (i.e., the "how" and "why"), and (c) when and why some entrepreneurs respond to their destructive entrepreneurial actions by becoming repentant do-gooders while others grow into serial offenders. [ABSTRACT FROM AUTHOR]

Recent research confirms that climate change is having serious negative effects on children's and adolescents' mental health. Being aware of global warming, its dramatic consequences for individual and collective goals, and the urgent need for action to prevent further warming seems to be so overwhelming for young people that it may lead to paralyzing emotions like (future) anxiety, worries, shame, guilt, and reduced well-being overall. Many children and adolescents feel hopeless in view of the challenges posed by the transformations towards a sustainable future. Feeling powerless widens the gap between knowledge and action which in turn may exacerbate feelings of hopelessness. One of the tasks for parents, educators, and policymakers is therefore to empower young people to act against global warming, both individually and collectively. Psychological resources were identified as precursors of pro-environmental behavior. A theoretical model (and accompanying empirical research) is presented which elaborates on the links between self-efficacy, self-acceptance, mindfulness, capacity for pleasure, construction of meaning, and solidarity on the one hand, and subjective well-being and sustainable behavior on the other hand. This literature review suggests starting points for programs that aim to promote both psychological resources, subjective well-being, and individual and collective pro-environmental behaviors in young people. [ABSTRACT FROM AUTHOR]

Adolescence is a psychologically vulnerable stage in which problems of emotional adjustment and psychological well-being can appear. The aim of this study is to analyse the relationship and comparison of emotional deficits and resources among adolescents with or without specific learning disabilities. We evaluated 80 students distributed into two groups: 40 adolescents with specific learning disabilities and 40 normative adolescents matched with the previous group in terms of age, sex, and school year. The study variables are internalising problems (anxiety and depression), externalising problems (aggression, anger control, defiant behaviour, and antisocial behaviour), and personal resources (self-esteem, social competence and integration, and awareness of problems), evaluated by means of the SENA test. The results indicate a positive relationship between externalising and internalising problems and a negative relationship between the latter and some personal resources in both groups. We also found that adolescents with specific learning disabilities displayed more internalising and externalising symptoms than their peers, greater awareness of their emotional difficulties, and lower self-esteem and social integration and competence. The findings highlight the need for preventive interventions that promote the psychological well-being and mental health of adolescents within the school setting at an early age. [ABSTRACT FROM AUTHOR]

Background Personal resources are one of the determinants of lifestyle and health. The aim of the research was to analyze the relationship between sense of generalized self-efficacy, and body mass index (BMI), diet health quality and health behaviors of female nursing students and active professional nurses. The analyzed variables in the group of students and nurses were also compared. Material and Methods The study was conducted among a group of 269 women (174 students and 95 nurses working at hospitals), using: the Beliefs and Eating Habits Questionnaire (KomPAN), Juczyński’s Health Behavior Inventory (HBI) and the Generalized Self-Efficacy Scale (GSES). The BMI was assessed on the basis of anthropometric measurements. Statistical calculations were performed using analysis of variance, the Student’s t-test, multivariable regression analysis and Pearson’s correlation as well as moderation analysis, with the adopted level of statistical significance at α = 0.05. Results Professionally active nurses achieved higher BMI levels (25.95 vs. 22.31 kg/m 2 , p 0.05). Conclusions Nurses with a higher sense of self-efficacy declared a higher diet health quality and healthier behaviors, and their BMI was related to diet quality and health behaviors. Med Pr Work Health Saf. 2023;74(4):251–61.

The paper presents a proprietary program of recognizing students’ personal resources and ways of using them at the end of their elementary education and during further secondary school education. It refers to the researcher’s own theoretical and scholarly experiences associated with the construction of tools that assist in recognizing students’ abilities and giftedness, as well as possible external and intrinsic factors determining their development (Uszyńska-Jarmoc, Kunat, Tarasiuk 2014; Uszyńska-Jarmoc, Kunat, Mantur 2015; Uszyńska-Jarmoc, Kunat 2018). The paper also emphasizes that during the process of diagnosing, the relation between assumed theories and pedagogical practice is respected. Based on applied theoretical assumptions that stem from positive psychology, the author draws on practical experience gained during the course of a four year-long project titled “Akademia Talentów Białostockiej Szkoły Realnej” [Talent Academy of the Real School in Bialystok]. The proprietary program of recognizing students’ personal resources, elaborated during this project, has been verified based on cooperation with a group of over 200 students, aged 13–16, as well as their parents. The program was implemented by the author of this paper together with the students and their parents, however, it can also be used in educational practice by other educators, school psychologists, or career advisors.

IntroductionPersonal resources and resources of the sociocultural environment help children and adolescents to successfully cope with challenges in everyday life, which is associated with better individual well-being. SCOUT, the ‘Study on Competence development in OUT-of-school settings’, investigated whether participation in a summer camp enhanced adolescents’ personal resources, well-being, and readiness to contribute to the community.MethodsThe research took place during the Swiss National Jamboree of the Swiss Guide and Scout Movement, a two-week event in the summer of 2022, with a paper-pencil pretest (beginning of the camp – T1) and posttest (end of the camp – T2) survey (N = 607, aged 14–17). Confirmatory factor analyses were used to examine whether personal resources, well-being, and readiness to contribute to the community changed over time, and structural equation models were applied to test the direct and indirect effects of caring support from group leaders on the development of these variables.ResultsIn less than two weeks, camp participants demonstrated increased empathy, emotional self-control, optimism, and assertiveness. Furthermore, the adolescents reported more positive emotions, higher self-esteem, and stronger readiness to contribute to the community. Group leaders played a crucial role by influencing the positive development of well-being and readiness to contribute to the community both directly and indirectly through the promotion of personal resources.DiscussionThe findings indicate that young people benefit not only from participating in collaborative activities in a stimulating environment, but also from caring support provided by their group leaders.

The present study examined the effect of workplace bullying on employee wellbeing, and the moderating effects of psychological capital and emotional intelligence in the workplace bullying and employee wellbeing relationship. Data was collected from 224 nurses in a teaching hospital in Ghana. The results of the analysis showed that workplace bullying has a negative effect on the psychological wellbeing of employees. Furthermore, the results showed that psychological capital and emotional intelligence moderated workplace bullying and psychological wellbeing relationship. The present study makes some contributions to theory and practice. Theoretically, the study extends the literature on the JD-R by highlighting the significant effect of personal resources in mitigating the effects of workplace bullying on employee wellbeing.

Difficulties maintaining work-life balance have intensified in recent decades. Factors such as the emergence of new information technologies, cultural changes in attitudes towards the relationship between work and family, and the great diversity of family structures have led people to experience higher levels of tension, which derive in a greater feeling of emotional exhaustion and a reduction in job performance levels. Given this, many studies are focusing their attention on the development of individual strategies when regulating the interference between these factors. The objective of this study was to verify the possible modulating effect of a personal resource such as resilience, in the influence of work-family balance on emotional exhaustion and the perception of performance of employees in Public Administration. Data were collected from 315 employees of a Spanish public university. The results confirm the effect of total modulation that transforms the influence of work-family balance on emotional exhaustion into a significant and negative one (direct effect: .599, ns; modulated effect -.182) and on intra-role performance (effect modulated mediation -.034). The results of the Johnson-Newman method reveal that it is from the value 4.25 in the resilience values on a scale between 1 and 5, when the sign of the relationship changes significantly. It concludes with a discussion of the practical implications of the study, along with limitations and suggestions for future research. [ABSTRACT FROM AUTHOR]

The article discusses self-regulatory resources that can be used when working with clients of a psychological support service. The present study sought to examine the characteristics of self-regulatory resources in clients of an online psychological support service (Tomsk State University). The sample was collected using online measures from the clients who at that moment were solving their problems or had already solved them. To analyze self-regulatory resources we diagnosed the style of self-regulation, coping behavior, tolerance for uncertainty, basic assumptions of an individual and studied text messages from the clients. The correlation and cluster analysis revealed numerous correlations of self- regulation and other resources. It allowed us to identify groups of clients with dominant typological relationships between the self-regulatory features, strategies for coping with stress, ambiguity tolerance, and primary assumptions. We discussed the results, taking into account the current level of self-regulatory activity and personal resources.

Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19.

Individual hobbies and interests, the ways of spending leisure time develop personal resources influencing health and wellbeing. The literature analysis helped selecting thirteen personal resources that also affect the rate of aging: sports, order, creativity, intellect, handwork, kindness, Humor, spirituality, risk, nature, achievements, optimism, communication. In 1632 people, (840 women and 792 men) personal resources were assessed using a questionnaire developed in-house. Biological age was determined by health indicators. The personal typology was determined by testing functional asymmetry, physique, interaction style, emotionality, profession, marital status, gender, age, and place of residence. The data were processed by correlation and cluster analysis and methods of automatic artificial neural networks (ANN). Personal resources were used as input continuous variables. Personality types were used as input categorical variables. The index of relative biological aging (RBA) was applied as an output continuous variable. We also calculated the correlation between the RBA index and the applied personal resources in different types of personalities. For most female types including investigative occupations, psychomotor emotionality, living in urban areas, asthenic physique, negative correlations were found between most personal resources and the aging index. In men, resources that slow down aging are found only for certain types: enterprising and conventional professions, ambidexter and left-handed, intellectual emotionality, athletic physique. In conclusion, with the help of the trained ANN, we selected personal resources that slow down aging. For women of all types, there are common resources reducing RBA index including nature, intellect, and achievements. For men, ANN was unable to find common resources that slow down aging. However, with an individual selection of resources, a trained neural network gives a favorable forecast of the ability to slow down the biological aging of a particular man by changing his hobbies and interests and ways of spending free time.

Orientation: An understanding of career adaptability and organisational commitment has become a thought-provoking phenomenon facing many contemporary organisations in the investment sector. Research purpose: This study aimed to investigate the relationship between career adaptability and organisational commitment among employees in the investment sector. Motivation for the study: There is an increasing need to understand employees’ capability to successfully manage changes that occur in the work context and how these impact their commitment to the organisation. Research approach: study adopted a quantitative research approach. A biographical questionnaire, Career Adapt-Abilities Scale, and Organisational Commitment Questionnaire, were administered among 200 permanent employees in the investment sector. Descriptive statistics, correlations, independent t-tests, and regressions were used to analyse the data. Main findings: The results showed a significant positive correlation between career adaptability and organisational commitment of employees who work in the investment sector. These results supported a predictive relationship between some demographic variables, career adaptability, and organisational commitment. Practical implications: Organisations should consider agile approaches to career adaptability given the constantly changing work environment in the Fourth Industrial Revolution and aim to achieve organisational commitment through the alignment of individual and organisational values and goals. Contribution: The findings provided valuable insight and knowledge about career adaptability and organisational commitment particularly for employees in the investment sector.

Introduction: An academic environment with continuously more demanding tasks requires students to capitalize on their strengths to meet the challenges and engage in learning experiences. Engaged students are deeply involved in their work, are strongly connected with their studies, and are more successful in academic tasks. The present study aimed to test a model in that core selfevaluations (CSE) predicts academic engagement (AE) directly and indirectly by increasing personal resources (i.e., psychological capital; PsyCap) in the case of two different samples, Romanian and Serbian. Methods: Data were collected through three online questionnaires from 672 undergraduate students (Romania - 458; Serbia - 214). Results: The findings confirmed that CSE was positively related to PsyCap, which was positively associated with AE, and PsyCap mediates the relationship between the two variables in both samples. A positive evaluation of one's characteristics (high CSE) mainly affects the cognitive and emotional mechanism of appraising the academic-related tasks one encounters (high PsyCap), ultimately shaping their motivation and engagement. Discussion: These results pointed out the importance of the CSE and PsyCap that support each other and increase students' AE, explaining the mediating mechanism of PsyCap. Also, they provide insight into the students' engagement from two different cultural and educational contexts, being helpful to universities in their effort to increase students' engagement. [ABSTRACT FROM AUTHOR]

Objectives The COVID-19 pandemic causes severe stress that disrupts the lives of many people. The presented research, based on the conservation of resources theory, was carried out to identify the areas of gains and losses in resources among adult Poles during the COVID-19 pandemic. Material and methods The research was based on the quantitative research paradigm. It was conducted using the snowball method. Personal resources (COR) were assessed using the Self-Assessment Questionnaire of Gains and Losses by S. Hobfoll. Statistical calculations were made using the Statistica 13 package and in the R statistical environment. Results The research showed that family resources were the most significant ones for the respondents. Obtained data showed the COVID-19 pandemic affected the balance of gains and losses in resources. During the research, clusters were found differentiating people who balance gains and losses in their resources in various ways. The research did not reveal any correlation between the clusters and socio-demographic variables. Conclusions It is requested to nurture proper, positive and multidimensional interpersonal relationships that will enhance resources and protect against their loss in challenging, stressful situations such as the COVID-19 pandemic.

Background Given the stress that we feel in various parts of our lives, it seems important to concentrate on identifying inner resources that assist employees in coping with problems of the modern world and functioning better in it. This study evaluates two types of internal resources – the manner of approaching successes and failures (growth mindset) and self-efficacy – and their influence on life and job satisfaction. Both these resources are negatively related to the perceived stress; however, they have not been considered in a single study to date. Participants and procedure The aim was to examine the relation between growth mindset and life and job satisfaction with the mediatory role of per-ceived stress and self-efficacy among white-collar workers. The present study concerned 283 employees who completed self-report questionnaires. Results A substantial relationship was found between growth mindset and life and job satisfaction. However, when perceived stress was included in the model, the relation between these two variables became weaker but was still significant, which consti-tutes evidence of partial mediation. The relationship between focus on development and life and job satisfaction became statistically significant when self-efficacy was considered. Conclusions Shaping a growth mindset and strengthening self-efficacy can positively affect life and job satisfaction, especially in stressful situations.

IntroductionAn academic environment with continuously more demanding tasks requires students to capitalize on their strengths to meet the challenges and engage in learning experiences. Engaged students are deeply involved in their work, are strongly connected with their studies, and are more successful in academic tasks. The present study aimed to test a model in that core self-evaluations (CSE) predicts academic engagement (AE) directly and indirectly by increasing personal resources (i.e., psychological capital; PsyCap) in the case of two different samples, Romanian and Serbian.MethodsData were collected through three online questionnaires from 672 undergraduate students (Romania – 458; Serbia – 214).ResultsThe findings confirmed that CSE was positively related to PsyCap, which was positively associated with AE, and PsyCap mediates the relationship between the two variables in both samples. A positive evaluation of one’s characteristics (high CSE) mainly affects the cognitive and emotional mechanism of appraising the academic-related tasks one encounters (high PsyCap), ultimately shaping their motivation and engagement.DiscussionThese results pointed out the importance of the CSE and PsyCap that support each other and increase students’ AE, explaining the mediating mechanism of PsyCap. Also, they provide insight into the students’ engagement from two different cultural and educational contexts, being helpful to universities in their effort to increase students’ engagement.

This article focuses on leaders' specific demands in times of crisis and the role of personal and organizational resources regarding mental health. The COVID-19 pandemic has led to increased levels of responsibilities, particularly among leaders. To deepen the understanding about the resulting consequences in terms of leaders' demands and resources, we conducted a mixed methods study with a sample of 60 leaders from lower and middle management. We hypothesized leaders' work intensification and emotional demands to be related with higher irritation and exhaustion. Consistent with the Job Demands-Resources model and the Conservation of Resources theory, we examined organizational instrumental support and occupational self-efficacy as possible moderators and assumed a buffering effect on mental illness. Our quantitative results indicated organizational instrumental support as a moderator for the relation of work intensification and mental illness. In terms of self-efficacy and work intensification, the results contradicted our expectations. For emotional demands, only the main effects could be found. In the qualitative part of our study, we found evidence for the importance of work intensification, emotional demands and organizational instrumental support in the leaders' everyday experience and gained a deeper understanding of the constructs' nature by means of examples. The integration of our quantitative and qualitative results has important and concrete implications for organizations how to support leaders in times of crisis and accelerated changes at work. This further underlines the necessity to consider leaders as an important target group of occupational health measures. [ABSTRACT FROM AUTHOR]

Background This article presents the verification of the factor structure and validation of the Polish version of the Short Version of the Occupational Self-Efficacy Scale (SVOSES), developed by Rigotti et al. Material and Methods The study was questionnaire-based and took place in a “paper-and-pencil” format. They were conducted on 2 independent samples of 1261 and 205 employees, respectively. The factor structure of the tool was checked by means of confirmatory factor analysis (CFA). Its reliability was calculated using 2 methods – Cronbach’s α measure (internal consistency) and test–retest method (temporal stability). The theoretical validity of the scale was estimated using correlation analysis in which the criterion variables were: meaning of work, job satisfaction, general self-efficacy, psychological stress symptoms, somatic stress symptoms, and burnout. Results The univariate structure of the scale was confirmed, consistent with the original version, as well as the theoretical validity and reliability. Conclusions The Polish version of the SVOSES can be used as a diagnostic instrument for research in the field of mental health at work, as well as in practical activities, e.g., career counseling, recruitment, selection or screening. Med Pr. 2022;73(4):325–36