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Background: The COVID-19 pandemic can have a serious impact on children and adolescents' mental health. We focused on studies exploring its traumatic effects on young people in the first 18 months after that the pandemic was declared, distinguishing them also according to the type of informants (self-report and other-report instruments). Objective: We applied a meta-analytic approach to examine the prevalence of depression, anxiety, posttraumatic stress disorder, and psychological distress among children and adolescents during the COVID-19 pandemic, considering the moderating role of kind of disorder and/or symptom, type of instrument, and continent. Method: We used PsycINFO, PubMed, and Scopus databases to identify articles on the COVID-19 pandemic, applying the following filters: participants until 20 years of age, peer-review, English as publication language. Inclusion required investigating the occurrence of disorders and/or symptoms during the first 18 months of the pandemic. The search identified 26 publications. Results: The meta-analysis revealed that the pooled prevalence of psychological disorders and/or symptoms for children and adolescents, who were not affected by mental health disturbances before the outbreak of the COVID-19 pandemic, was 0.20, 95% CI [0.16, 0.23]. Moreover, we found a moderating role of type of instrument: occurrence was higher for self-report compared to other-report instruments. Conclusions: The study presented an analysis of the psychological consequences for children and adolescents of the exposure to the COVID-19 pandemic, soliciting further research to identify factors underlying resilience. Notwithstanding limitations such as the small number of eligible articles and the fact that we did not examine the role of further characteristics of the studies (such as participants' age or design), this meta-analysis is a first step for future research documenting the impact of such an unexpected and devastating disaster like the COVID-19 pandemic.

Background: Following disasters, children and adolescents can use coping strategies to feel better. A growing body of studies investigated the relation between them and maladjustment/adjustment, i.e., negative symptomatology/positive indicators of development. Yet, these constructs are studied separately. Objective: We conducted two meta-analyses to examine the mean correlation between disaster-related coping strategies and indicators of maladjustment/adjustment following natural disasters in children and adolescents, considering the role of some moderators. Methods: We used PsycINFO, PubMed, Eric, and Scopus databases to identify articles on natural disasters (filters: participants [less than or equal to] 18 years at the disaster, peer-review, English language). Inclusion required investigating the relation between at least one coping strategy and at least one indicator of maladjustment (e.g., post-traumatic stress disorder, depression) and/or adjustment (e.g., self-efficacy, emotion understanding), for a total of 26 studies (k = 64, n = 9692, for maladjustment; k = 37, n = 3504, for adjustment).There were global positive significant correlations between coping strategies and negative symptomatology (r[subscript pooled] = 0.23) for maladjustment, and positive indicators (r[subscript pooled] = 0.17) for adjustment. Negative symptomatology positively correlated with escape (r = 0.19), social isolation (r = 0.15), submission (r = 0.64), and opposition (r = 0.16); positive indicators positively correlated with problem solving (r = 0.31), social support (r = 0.22), and submission (r = 0.30). We found a moderating role of age, disaster type, and continent for maladjustment. Conclusions: The study presented an analysis of the coping strategies that can be effective for children and adolescents dealing with natural disasters.

The present contribution aims at presenting an assessment tool (i.e., the TALK-assessment) built to evaluate the language development and school readiness of Italian preschoolers before they enter primary school, and its predictive validity for the children's reading and writing skills at the end of the first year of primary school. The early literacy competences of 98 preschoolers were assessed and the statistical proprieties (item difficulty level and Discrimination Index, and the factorial structure using Confirmatory Factor Analysis) of each subtest of the assessment were presented (Study 1). Results showed that the subtests of the tool have good psychometric properties, with the only exception of the morpho-syntactic comprehension task, and are adequate for use with preschoolers in the school context. Study 2 investigated the early literacy skills of a group of 62 preschoolers and their reading and writing abilities at the end of primary school 1st grade. The scores obtained in the phonological awareness task of the final version of the assessment in preschool significantly predicted children's reading scores 12 months later, at primary school. The scores obtained in the lexical comprehension and morpho-syntactic production (i.e., sentence repetition) tasks of the final version of the assessment in preschool significantly predicted children's writing scores 12 months later, at primary school. The assessment has specific characteristics that make it a valuable candidate for adoption in educational settings, both to identify fragile areas in time to modify the children's developmental paths to literacy and to prevent future language and literacy difficulties at primary school.

Background: Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations with primary-school students in the reading domain, and specifically for online multiple-text comprehension, and to how such relations are moderated by basic cognitive abilities. Aims: Considering separately two settings (homework, test), we studied the mediation of boredom in the relation between control-value appraisals and online multiple-text comprehension in primary-school students, focusing on the moderating role of word-reading fluency. Sample: Participants were 334 fourth and fifth graders. Methods: We evaluated students' reading-related self-efficacy and task-value, reading-related boredom for homework and tests, word-reading fluency, and online multiple-text comprehension. Results: Path analyses revealed negative relations between control-value appraisals and boredom for homework and tests, and between boredom and online multiple-text comprehension for tests only. For the latter, word-reading fluency moderated the relation between appraisals, boredom, and comprehension: Boredom negatively related to comprehension only for students with high word-reading fluency. Conclusions: Findings are discussed focusing on antecedents of online multiple-text comprehension as a literacy skill critical in the 21st Century. We underlined their implications for learning in general and specifically for the current educational changes due to the COVID-19 pandemic.

The Achievement Emotions Adjective List (AEAL) is a brief self-report multi-item questionnaire deputed to assess ten achievement emotions, namely enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, hopelessness, and boredom. This study aimed at describing the initial construction and validation of the AEAL focusing on school-related emotions. We involved 2874 Swiss 10th to 13th graders (M[subscript age] = 16.87, SD = 1.41, 56% females), who completed the 30-item version of the AEAL, a measure of value, and the School Attitude Assessment Survey-Revised. Findings supported the reliability of the instrument. As for construct validity, a ten-factor model best fit the data; also, partial scalar measurement invariance across grade level and gender was confirmed. As for predictive validity, achievement emotions related significantly to control-value appraisals, achievement goals, attitudes towards teachers/classes, attitudes towards school, and motivation/self-regulation, with some exceptions. Findings provide evidence on the goodness of the AEAL to assess secondary students' achievement emotions as a brief, simple, and not-invasive instrument. Implications for research are discussed.

The present review critically assesses the nexus between physical activity, nature exposure and health benefits by analysing environmental measures in green exercise research. A Cochrane-inspired review of systematic studies exposes methodological gaps, emphasising the scarcity of long-term research and the lack of rigorous designed studies. It calls for more robust, varied research designs and improved environmental metrics. The findings advocate for longitudinal research to better comprehend the mental and physical health benefits of exposure to nature. Embracing an ecological-dynamic perspective is recommended to advance our understanding of the intricate connections between activity, environment, and well-being. [ABSTRACT FROM AUTHOR]

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.

University students are likely to encounter mental health issues throughout their educational journey. Among the various factors that can impact students’ wellbeing, the physical environment can potentially restore cognitive, physiological, and emotional resources, thereby enhancing academic performance, and overall quality of life, while reducing feelings of stress and depression. The Perceived Restorativeness Scale is the most commonly used tool to assess the level of restorativeness derived from the educational physical environment. However, a tailored measure could be a more psychometrically suitable approach to capture the context-specific characteristics of university environments for academic students. This study aimed to validate an instrument that can accurately evaluate university spaces to measure the perceived restorativeness of university students. A total sample of 685 students from two Italian universities participated in the evaluation of the psychometric properties of the Restorativeness at University scale (Rest@US), consisting of 13 items divided into four dimensions: fascination, being-away, scope, and coherence. The hypothesised four-factor model (being-away, fascination, scope, and coherence) demonstrated excellent fit indices in both the calibration and validation samples and was invariant for sex. The scale demonstrates good reliability. Furthermore, criterion validity has been confirmed, highlighting that, in a theoretically consistent manner, the perceived restorativeness of university physical environments from the point of view of students and its dimensions were negatively correlated with techno-overload and study-related workload and positively correlated with perceived performance and psycho-physical wellbeing. [ABSTRACT FROM AUTHOR]

Introduction: Based on the job demands-resources (JD-R) model, the present study aimed to validate "The Technical and Administrative Staff Quality of Life At Work" (TASQ@work), a new tool to assess the quality of life at work in academia focused on technical and administrative staff. Methods: This tool was developed by the QoL@Work research team, a group of expert academics in the field of work and organizational psychology affiliated with the Italian Association of Psychologists. The TASQ@work was elaborated in different steps. The first phase was aimed at the identification of the dimensions of the tool. The second phase was aimed to assess the psychometric properties of the tool. The validation process involved confirmatory analysis and measurement invariance of the various constructs selected. The analyses were performed in a convenience sample of two Italian universities in different regions (one in the Northwest and the second in Central Italy). Results: The sample was composed of 1820 Administrative Staff, comprising 69.4% from University 1 (N = 1,263) and 30.6% from University 2 (N = 557). The TASQ@work presented satisfactory psychometric properties (normality of the items, reliability and content, construct and nomological validity) and measurement invariance across gender, seniority, and Athenaeum. Discussion: The results indicate that the tool can be considered a reliable and valid instrument to assess job demands, job resources, and outcomes in the working life of technical and administrative academic staff. In this perspective, the present study represents the first contribution to the debate on the psychosocial risks in academic contexts by presenting a new tool, the TASQ@ work, aimed at contextualizing the JD-R model to understand the role played by psychosocial aspects in affecting the well-being of the academic employees. [ABSTRACT FROM AUTHOR]

Exposure to environmental stressors has physical and psychological consequences. A demanding physical environment involves the allocation of additional attentional resources and an increase in psycho-physical stress. This study illustrates the process of a research-intervention aimed at designing a workplace, using a participatory design approach, and considering the beneficial effect of restorative environments in reducing stressful elements and improving well-being at work. Stressful situations occur daily, compromising proper functioning while causing the occurrence of physiological and/or psychological disorders. To be able to safeguard their psycho-physical well-being, people normally adopt coping strategies, i.e., remedies that allow them to cope and manage situations that generate stress. One of these strategies is the exposure to natural environments, which promotes recovery and sustains psycho-physical well-being. The restorative properties of natural environments have been scientifically proven. However, even built spaces can be thought of as restorative environments, in particular when certain conditions are granted. An applied science, known as biophilic design, provides useful indications from this perspective. This project involved 57 employees of the Italian site of an international non-governmental organization, in the transition from a site no longer adequate to a new site requiring renovation. In a first phase, a survey was conducted, to verify the perceived quality of the current workplace and to detect the unmet workers' needs, and to assess some other important psychological constructs connected with perception of restorativeness and well-being. In a second phase, the findings emerged from the survey was analyzed in depth through a participatory interior design process, together with an interdisciplinary team of architects, technicians of the organization and environmental psychology researchers. The team, together with some representatives of employees, worked together through possible scenarios, adopting a biophilic design approach, to design the new workplace. At the end, the same survey of the first phase was conducted, to detect differences in perceived quality in the new workplace compared to the previous one. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method: Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results: Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children'sexposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions: Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed. [ABSTRACT FROM AUTHOR]

In recent decades, there has been an increasing volume of research aimed out quantifying the extent to which the natural environment can assist in restoring mental, emotional, and physical well-being. It is commonly assumed that natural environments are more restorative than urban environments. However, studies addressing this issue use a variety of methods for data collection making it difficult to compare the findings of different studies. The research reported here uses a meta-analysis aimed at estimating how much natural environments are perceived as being more restorative than urban environments. We investigated the role of moderator variables such as research design, kind of natural environment, participants, measurement instruments used or the context in which the data were collected. PsycINFO, PsycARTICLES, Scopus, SpringerLINK, Web of Science online databases were used to identity all peer-review articles on restorativeness published to date (k = 167). Reference sections of obtained papers were examined for additional studies. Only 22 studies met inclusion criteria (direct exposure to environment, comparison between one outdoor environment with natural element and one without natural element, and restorativeness measured by self-report scale) and were included in meta-analysis. Results show that natural environments are perceived to be more restorative than urban environments (Cohen's d (confidence interval) = 1.99 (1.38–2.61)). Significant heterogeneity between the study was found (Q (19) = 503.16, p <.001) and variability within studies was very high (I 2 = 97%). However, subsequent univariate moderator analyses were not significant. Other methodological differences (e.g., lighting conditions) could explain this variability. We concluded that the variability in studies is more likely to be due to individual differences (e.g., age, connections to nature, and environmental attitude) than the methodological differences. [ABSTRACT FROM AUTHOR]

Studies have shown that children vary in the trajectories of their language development after cochlear implant (CI) activation. The aim of the present study is to assess the preverbal and lexical development of a group of 20 Italian-speaking children observed longitudinally before CI activation and at three, 6 and 12 months after CI surgery (mean age at the first session: 17.5 months; SD: 8.3; and range: 10–35). The group of children with CIs (G-CI) was compared with two groups of normally-hearing (NH) children, one age-matched (G-NHA; mean age at the first session: 17.4 months; SD: 8.0; and range: 10–34) and one language-matched (G-NHL; n = 20; mean age at the first session: 11.2 months; SD: 0.4; and range: 11–12). The spontaneous interactions between children and their mothers during free-play were transcribed. Preverbal babbling production and first words were considered for each child. Data analysis showed significant differences in babbling and word production between groups, with a lower production of words in children with CIs compared to the G-NHA group and a higher production of babbling compared to the G-NHL children. Word production 1 year after activation was significantly lower for the children with CIs than for language-matched children only when maternal education was controlled for. Furthermore, latent class growth analysis showed that children with CIs belonged mainly to classes that exhibited a low level of initial production but also progressive increases over time. Babbling production had a statistically significant effect on lexical growth but not on class membership, and only for groups showing slower and constant increases. Results highlight the importance of preverbal vocal patterns for later lexical development and may support families and speech therapists in the early identification of risk and protective factors for language delay in children with CIs. [ABSTRACT FROM AUTHOR]

Research demonstrated that leadership affects safety outcomes and is a proximal antecedent of safety climate. This work aims to show through an example the importance to use a multilevel mediational analysis to test a model in which the nature of some constructs is multilevel. In particular it is evaluated the effect that leader-member exchange (LMX) has on the supervisor's and coworkers' safety climate agreement, which in turn predict safety behaviors, would be different if we chose to ignore the nested structure of data. Furthermore, an example of how to use latent congruence model to operationalize agreement with a mediating role is given. Using a sample of 508 blue-collars and their supervisors, we estimated the conceptual model using a multilevel perspective. Our results confirmed that the relationship between LMX and safety behaviors is mediated by the supervisor's and colleagues' safety climate agreement. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

The influence of Positive Affect (PA) on people's well-being and happiness and the related positive consequences on everyday life have been extensively described by positive psychology in the past decades. This study shows an application of Latent Growth Mixture Modeling (LGMM) to explore the existence of different trajectories of variation of PA over time, corresponding to different groups of people, and to observe the effect of emotion regulation strategies on these trajectories. We involved 108 undergraduates in a 1-week daily on-line survey, assessing their PA. We also measured their emotion regulation strategies before the survey. We identified three trajectories of PA over time: a constantly high PA profile, an increasing PA profile, and a decreasing PA profile. Considering emotion regulation strategies as covariates, reappraisal showed an effect on trajectories and class membership, whereas suppression regulation strategy did not. [ABSTRACT FROM AUTHOR]

Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority (n = 63) and majority (n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger, embarrassment, boredom, and hopelessness), emotion understanding, and emotion regulation. Factorial analyses supported the goodness of the structure of a questionnaire measuring the five achievement emotions in Italian and mathematics and its invariance across minority and majority students. Analyses of variance indicated that minority students felt more intense anger, embarrassment, and boredom for Italian and anxiety and embarrassment for mathematics. Path analyses revealed that emotion understanding and emotion regulation were significantly related to achievement emotions. Findings are discussed for their theoretical and applied relevance in promoting well‐being at school among minority and majority students. [ABSTRACT FROM AUTHOR]

Abstract: Notwithstanding the dramatically increasing frequency of acts of terrorism in Europe and the extent of their media coverage, there is lack of knowledge on people's affective reactions and associated emotion regulation strategies. We explored the affective impact on two cohorts of Italian students (n = 193) possibly exposed vicariously through the mass media to the 2015 Paris or the 2016 Brussels terrorist attacks, respectively. We accessed data from three online questionnaires: one on emotion regulation administered before each attack; one on daily affect administered just before and after each attack; and one on causes of weekly affect and life satisfaction administered at the end of the week in which each attack occurred. The attacks were perceived as relevant for influencing negative affect for 22% of the students. For them, suppression—less frequently used than reappraisal—was associated with an improvement of affect after each attack but negatively related to life satisfaction concerning the week in which the attacks occurred. Our data showed that the recent terrorist attacks occurring in Europe had an affective impact on people at some distance who were vicariously exposed and point to the protective role of emotion regulation as a key resource for individuals' well‐being. [ABSTRACT FROM AUTHOR]

Conceptualizing affect as a complex nonlinear dynamic process, we used latent class extended mixed models (LCMM) to understand whether there were unobserved groupings in a dataset including longitudinal measures. Our aim was to identify affect profiles over time in people vicariously exposed to terrorism, studying their relations with personality traits. The participants were 193 university students who completed online measures of affect during the seven days following two terrorist attacks (Paris, November 13, 2015; Brussels, March 22, 2016); Big Five personality traits; and antecedents of affect. After selecting students whose negative affect was influenced by the two attacks (33%), we analysed the data with the LCMM package of R. We identified two affect profiles, characterized by different trends over time: The first profile comprised students with lower positive affect and higher negative affect compared to the second profile. Concerning personality traits, conscientiousness was lower for the first profile compared to the second profile, and vice versa for neuroticism. Findings are discussed for both their theoretical and applied relevance. [ABSTRACT FROM AUTHOR]

The Health and Safety Executive Stress Indicator Tool (SIT) is a 35-item questionnaire to assess exposure to seven common psychosocial factors involved in the genesis of work-related stress. Recent work conducted in the UK has provided evidence that the SIT may be reduced to a 25-item questionnaire (the SIT-25) showing the same seven-factor model and criterion-related validity of the SIT. The SIT is the most widely used tool to assess work-related stress factors in Italy, with benchmark (normative) data managed by the Italian Workers' Compensation Authority. Thus, we conducted two studies to further test whether in Italy the SIT may be reduced to the SIT-25. In Study 1 a heterogeneous sample of workers (N = 588, 39.5% females) was used to further test the seven-factor model of the SIT-25 and its criterionrelated validity with mental well-being. In Study 2 two new samples of workers (N = 625, 69.8% females; and N = 344, 3.2% females) from health and metal-mechanical sectors were used to assess the degree of measurement invariance of the SIT-25 and further test its criterion-related validity. Overall the results showed that the SIT-25 data fit the postulated seven-factor solution and that the reduced subscales (i.e.. Demands, Control, Relationships, and Role) have the same criterion-related validity as their longer version. Additionally, the SIT-25 showed strong measurement invariance in the two different samples of workers of Study 2. These results provide further encouraging evidence that the SIT-25 may be effectively used in place of its longer version. [ABSTRACT FROM AUTHOR]

Besides responding to the need to develop a version of the Achievement Goal Questionnaire-Revised (AGQ-R, Elliot & Murayama, 2008) in the Italian language supporting its construct and criterion validity, this work aimed at testing its measurement invariance across a variety of factors and providing new data on cross-sectional age, gender, and domain differences, particularly to extend the understanding of mastery-avoidance goals. The participants were 365 fourth, seventh, and eleventh-graders, who completed two versions of the AGQ-R referred to Italian and mathematics. We also examined responses of the American participants involved in the development of the original instrument. Confirmatory factor analyses supported the goodness of the hypothesized model, characterized by scalar invariance across country, metric invariance across class level, and uniqueness invariance across gender. Structural equation models showed that first-term performance positively predicted the four goal types, while mastery-approach goals positively predicted second-term performance and pleasantness. Achievement goals, higher for Italian for eleventhgraders and females, decreased at increasing ages. Notwithstanding limitations, our data support the validity of this version of the AGQ-R with primary and secondary school students. [ABSTRACT FROM AUTHOR]

Pride and shame, two moral emotions partially neglected by the literature, can also be categorised as achievement emotions, because of their salience within everyday school and academic life. Our aims were to explore whether they are organised in a setting-specific manner and whether they differ in two settings, learning exam-relevant material and taking exams. Five hundred and forty university students evaluated pride and shame related to the two settings. A confirmatory multitrait-multimethod analysis (MTMM) indicated higher salience of type of emotion rather than type of setting; however, the structure of pride and shame was best explained when also type of setting was accounted for. A repeated-measure analysis of variance revealed higher levels of the positive emotion compared to the negative emotion, with the latter higher for the evaluative setting. Findings are discussed in light of their theoretical and applied relevance. [ABSTRACT FROM PUBLISHER]

The present work investigates students' representation of achievement emotions, focusing in context-specific situations in terms of settings and subject-domains, as a function of grade level. We involved 527 fourth-, seventh-, and eleventh-graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait-multimethod analyses indicated higher salience of subject-domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain-specificity. [ABSTRACT FROM AUTHOR]

In this study, we test whether different types of safety leadership styles predict different employees' change-oriented discretionary communications about safety (i.e., safety voice) after controlling for proactive personality disposition to improve organizational sustainability. Building upon a multidimensional model of safety voice, which attempts to conceptualize different ways in which employees make suggestions about safety procedures, we developed four realistic scenarios in which we manipulated the supervisor's safety leadership style, including: (1) transformational safety leadership, (2) transactional safety leadership, (3) passive safety leadership, and (4) control group (i.e., no leadership at all). We randomly assigned 103 participants to two of four scenarios and measured four facets of safety voice and proactive personality dispositions. The findings showed that after controlling for the respondents' proactive personality, transformative safety leadership predicted promotive safety voice, transactional safety leadership predicted preventive safety voice, and passive safety leadership predicted hostile safety voice. These findings have a number of implications for our understanding of safety leadership and employees' safety communications. [ABSTRACT FROM AUTHOR]