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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 this study, the influence of soul at work on discerning millennial employees was analysed, keeping in mind the newer workforce and less paid attention to the nurturance of their soul and discernment. This article also studies and investigates the mediating and moderating roles of personal and contextual resources. 624 respondents (367 office and 257 online) were interviewed working as executives in manufacturing and service industries (public and private) from eastern and northern India. Data was gathered using a cross-sectional study, and structural equation modelling (SEM) was employed to study the hypothesis. The findings indicated a relationship between soul at work and discerning millennial employees. The impact of meditation and moderation was also found in this relationship. The study adds to the literature on the soul at work by combining it with discerning millennial employees, demonstrating its uniqueness and importance for the desired outcome. This research explains unique results with meaningful discussion and practical suggestions derived from the data. [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.

The aim of this study was to identify whether personal resources are associated with resistance to captivity stress or with posttraumatic growth in Ukrainian prisoners of war (POWs). Participants were 217 Ukrainian POWs captured after the beginning of the Russian-Ukrainian war and later released. The sample comprised 209 men and 8 women aged 19–64. Participants completed six self-report measures assessing negative consequences of captivity stress (PTSD symptoms and physical complaints), posttraumatic growth, and personal resources (resilience, self-efficacy, and Big Five personality traits). Data were analyzed with nonparametric correlations and a series of multiple regressions to test predictive models. Resilience and agreeableness were the personal resources most strongly associated with resistance to captivity stress (β = −0.19, p = .005 and β = −0.25; p < .001) and posttraumatic growth (β  = 0.34, p < .001 and β = 0.17, p = .015). Emotional stability was linked to resistance to captivity stress (β = −0.23, p = .001 and β = −0.19; p = .005) and self-efficacy was linked to posttraumatic growth (β  = 0.15; p = .044). Our findings deepen current understanding of the psychological consequences of military captivity and of the relationships between personal resources, stress resistance, and growth. These insights may improve the efficiency of military personnel selection and training and could inform attempts to restore former POWs’ mental health so they can return to military service or reintegrate healthily into civilian life. [ABSTRACT FROM AUTHOR]

Objective: To investigate the relationship between preinjury or early personal resources and long-term psychosocial outcomes following moderate-to-severe traumatic brain injury (TBI) and examine evidence for the stability of personal resources over time. Methods: The review protocol was registered with the International Register of Systematic Reviews (PROSPERO, Registration No. CRD4202341056). A search of PsycINFO, Cumulative Index to Allied Health Literature (CINAHL), MEDLINE, Scopus, and Web of Science was conducted from inception to February 23, 2023, for longitudinal studies involving adults with moderate-to-severe TBI that examined: (1) the relationship between preinjury or early personal resources (measured =6 months postinjury) and later psychosocial outcomes or (2) stability of personal resources over time with a minimum reassessment interval of 3 months. Two reviewers independently assessed eligibility and rated methodological quality of studies using a checklist informed by Strengthening the Reporting of Observational Studies in Epidemiology. Results: A narrative synthesis was conducted on 14 eligible articles summarizing 12 studies (N = 826). Nine studies examined the impact of preinjury or early personal resources on long-term psychosocial outcomes, most typically at 12 months postdischarge. Out of 9 studies 7 indicated that self-reported preinjury or early personal resources, including productive coping, higher self-esteem and resilience, and lower neuroticism, were associated with better psychosocial outcomes. Evidence from 7 studies examining the stability of personal resources over time was generally mixed, with personality changes (eg, neuroticism, conscientiousness, and extraversion) more evident from informant ratings than self-ratings. Conclusion: Preinjury or early personal resources may influence later psychosocial outcomes after TBI. Further research is needed to investigate the stability of personal resources and factors mediating or moderating change across the adjustment trajectory. [ABSTRACT FROM AUTHOR]

Background: This 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. Methods: The 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. Results: The 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. Conclusions: Our 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. [ABSTRACT FROM AUTHOR]

It is vital to protect young people's mental and physical health from the negative impacts of war. In this study, we aimed to identify personal resources that might support resistance to war stress in a sample of Ukrainian students. We recruited 498 students (407 female, aged 17–28 years) of a university in the regional center of the central part of Ukraine to complete a cross-sectional online survey. Negative consequences of war stress were operationalized as post-traumatic stress disorder (PTSD) symptoms and current physical complaints. Resilience, self-efficacy, and the Big Five personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience) were assessed as markers of personal resources. Our analysis showed that emotional stability and resilience were the resources most strongly associated with lower PTSD symptoms and fewer physical complaints, while agreeableness and conscientiousness also played a role. Findings expand current understanding of how personal resources can be protective against war stress in the context of an ongoing conflict and suggest directions for interventions to promote Ukrainian students' resistance to war stress. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that youth in care may represent a high-risk group for bullying victimization. So far, research has focused primarily on problem behavior rather than on potential personal or social resources of youth in care, particularly in the context of bullying victimization. Therefore, the purpose of this study was to examine whether youth in care are more likely to experience bullying victimization. Furthermore, it was analyzed if personal and social resources were protective of bullying victimization and whether these associations were moderated by family placement while controlling for lifetime poly-victimization. An online survey was completed by n = 119 youth in care and n = 110 youth in biological families in Germany - with or without a social/biological caregiver. Overall, the results showed that youth in care were 7.41 times more likely to experience bullying victimization than youth in biological families. Personal and social resources did add to the explained variance of current bullying victimization beyond lifetime poly-victimization in the child's report. In particular, low levels of child-reported parental support and school integration were associated with more bullying victimization. These associations were not moderated by family placement, indicating similar effects for both, youth in care and youth in biological families. [ABSTRACT FROM AUTHOR]

Emotional intelligence (EI) is a form of social intelligence that enables individuals to recognize and understand their own emotions as well as the emotions of others. Emotional intelligence, the ability to use one’s emotions to guide thoughts and actions, is seen as a valuable personal asset that can help individuals cope with stress and prevent burnout. Burnout is a psychological condition characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment. The syndrome can have detrimental effects on both individuals and organizations, especially in high-demand professions such as teaching. Teachers face numerous challenges and demands in their work, including large class sizes, curriculum changes, and resource constraints. These challenges can hurt teachers’ motivation, performance, and overall well-being. Therefore, teachers must develop and improve their EI skills so that they can effectively manage their emotions and stress. The purpose of this article is to explore the existing literature on teacher EI and burnout and suggest strategies for improving EI in educational settings. The following topics are addressed in this article: the concept of EI, the relationship between EI and burnout, methodological principles for conducting research in this area, and suggestions and recommendations for improving EI and reducing teacher burnout. [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. [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]

Aim: This study investigated the job performance and predictability of job demands, job resources, personal resources, work engagement, job crafting, and the transformational leadership of nurse managers on this among nurses in Myanmar. Background: The ongoing crisis of nursing shortages along with heavy workloads combines to form a major challenge in Myanmar and these affected the job performance of nurses during the COVID‐19 pandemic. Methods: Utilizing a stratified random sample of 474 nurses from tertiary‐level general hospitals in the Republic of the Union of Myanmar, a descriptive predictive analysis was carried out. The Demographic Data Sheet, Job Performance Scale, Work Engagement Scale, Job Demands Scale, Job Resources Scale, Personal Resources Scale, Job Crafting Scale, and Global Transformational Leadership Scale were utilized to collect data. Results: The overall level of job performance was perceived to be high, considering various factors such as job demands, personal resources, work engagement, and job crafting were found as significant predictors of nurses' job performance, explaining 63.30% of the total variance. Discussion: These findings make a valuable contribution toward enhancing nurses' job performance by addressing job demands, fostering work engagement, and nurturing their job‐crafting capabilities. Self‐reporting data collection may not have accurately represented the actual level of study variable. Conclusion: This study highlighted factors that significantly affect nurses' job performance in general hospitals in Myanmar. Implications for nursing and health policy: The findings provide important evidence for nursing administrators and policymakers wishing to develop strategies to enhance the working environment and remain active in helping the performance of nurses. [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.

The positive effect of job crafting on employees and organizations is widely acknowledged. Recently, attention has also been drawn to its potential negative impact. In light of this, the concept and classification of job crafting have been reorganized from an approach-avoidance perspective. A "double-edged sword" effect model of job crafting has been constructed within the framework of "motivation-behavior-job outcomes." In conjunction with the conservation of resources theory, job resources and personal resources have been introduced to explore their moderating effects. The results, based on data from 333 subjects, indicate that proactive crafting motives facilitate the promotion of approach crafting, which in turn enhances job engagement, with approach crafting serving as a mediator in this process. Reactive crafting motives are found to positively influence avoidance crafting, leading to increased levels of counterproductive work behavior, with avoidance crafting playing a partial mediating role. Additionally, job resources positively regulate the relationship between proactive crafting motives and approach crafting, while personal resources negatively regulate the relationship between avoidance crafting and counterproductive work behavior. [ABSTRACT FROM AUTHOR]

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]

Early career teachers (ECTs) face great stress arising from the demands of the teaching job which are translated into everyday challenges. This article reports a mixed-methods study which examined teacher buoyancy, focusing on how ECTs harness personal and contextual resources when facing the everyday challenges of teaching. The quantitative data analysis showed six factors which constituted the personal and contextual dimensions of teacher buoyancy. The qualitative findings offered an in-depth understanding of these dimensions. ECTs counted on the emotional, cognitive, and behavioural emphases of personal resources in making immediate to short-term responses to everyday challenges. Striving for professional growth and Taking care of one's well-being were distal personal resources that enhanced ECTs' potential to manage these challenges. Accessibility to contextual resources and ECTs' utilisation of these resources constituted the dual facets of the contextual dimension of teacher buoyancy. Implications for initial teacher education and induction of ECTs are discussed. [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]

Purpose: Although many studies emphasize the need to design programs to help students manage post-pandemic burnout, few address personal resources' mediating role in the relationship between positive self-evaluation and experienced academic burnout. The present study aims to investigate the mediating role of two personal resources (i.e. psychological capital and proactive coping) on the relationship between core self-evaluations and academic burnout. Design/methodology/approach: The research was carried out in the first part of 2022, at the end of two years of online teaching. The sample consisted of 183 Romanian university students who voluntarily filled in four questionnaires that measured core self-evaluations, academic burnout, psychological capital and proactive coping. To verify the hypotheses, a mediation analysis using the PROCESS 4.0 macro in SPSS 23.0, Model 6 was conducted. The indirect effect was tested based on a bias-corrected bootstrapping procedure with 5,000 samples, and a bootstrap confidence interval (95% CI). Findings: Results showed that students with a high level of core self-evaluations report a low level of burnout. Also, students with positive core self-evaluations are more likely to use their psychological resources (i.e. psychological capital) and act proactively (i.e. proactive coping) in dealing with challenging situations, which can increase their burnout. However, the overall effect of the core self-evaluations on burnout was lower in the case of mediation by students' personal resources. Originality/value: These research findings highlight the role of personal resources in coping with a challenging context, being among the few studies that have focused on student burnout in the immediate post-pandemic period. Furthermore, by working with malleable personal resources that can be enhanced through instruction, this research underlines how students can be taught to assess and develop these resources to cope with a highly demanding educational context. [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.

This study assesses whether changes in older adults' financial situation after an economic shock are associated with feelings of loneliness. Data come from the 2006 and 2010 waves of the Health and Retirement Study (N = 2,510) which span the 2008 Great Recession. We conduct first-differencing and formal mediation analyses to determine whether change in financial situation is related to change in loneliness in older age and test potential mediation of personal and social resources. Results show that a higher level of loneliness in 2010 is associated with a higher level of subjective financial strain but not with changes in household income and net assets. The findings hold when accounting for personal and social resources. Knowledge of the direct link between financial strain and loneliness in older age provides an important insight for programmes and initiatives aimed at relieving widespread loneliness in later life. [ABSTRACT FROM AUTHOR]

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]

Residents of low‐socioeconomic status (SES) neighborhoods suffer from social, economic, and health problems and high exposure to crime and neglect. Based on the social cure approach, the study aimed to examine whether community resources are associated with resilience and well‐being, and whether they mediate the associations between personal resources and these outcomes. The moderating effect of participating in community activity was also investigated. A total of 400 residents of low‐SES communities, 200 of whom were community activists, completed questionnaires measuring personal resources, community resources, and the outcomes (resilience, well‐being). Structural equation modeling revealed the mediating role of community resources. Moderation analysis indicated that different paths led to the outcomes among activists and nonactivists. The results indicate that personal resources alone do not substantially enhance welfare in low‐SES communities, but should be channeled through community belonging and commitment. Moreover, professionals working with these communities should take into account the distinctions between activists and nonactivists. [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]

Building upon the Job Demands-Resources (JD-R) model (Demerouti et al., 2001) and the extensive research on employee turnover intention and well-being, we examined various demands and resources in relation to these outcomes. This study examined the differential relationship between job demands, and personal and job resources, and two organizational outcomes: turnover intention and emotional exhaustion. The job demands were role overload, role conflict, role ambiguity, and work-life balance. The job resources were resilience, servant leadership, relatedness, autonomy, job opportunities, pay satisfaction, and person-organization fit. An online questionnaire was administered to full-time employees via Qualtrics panel (N = 364). Job demands were positively related to emotional exhaustion, and personal and job resources were negatively related to turnover intention. Using relative weights analysis, demands and resources were found to account for different amounts of variance in the outcome variables. This study informs our understanding of and contributes to the advancement of the JD-R model to encompass various job demands and personal and job resources and their differential relationship to emotional exhaustion and turnover intention. [ABSTRACT FROM AUTHOR]

This study aimed to explore the relationship between the proactive coping behaviors of Chinese social workers, the perceived importance of organizational job resources, and work engagement within the job demands-resources model. The participants were 423 licensed social workers. They completed self-report questionnaires on proactive coping behavior, organizational job resources, and work engagement. Following structural equation modeling, results indicated that organizational job resources and work engagement had significant associations with proactive coping behaviors. Moreover, proactive coping behaviors differed by demographic variables such as age, job position, and work experience. Measures for facilitating the proactive coping behaviors of social workers were discussed and recommended. [ABSTRACT FROM AUTHOR]