Locus of control as a moderator of the effects of COVID-19 perceptions on job insecurity, psychosocial, organisational and job outcomes for MENA region hospitality employees

We develop and test an integrated model to understand how individual differences based on internal or external locus of control influence the effects of COVID-19 perceptions on job insecurity, anxiety, alienation, job satisfaction, customer orientation, organisational citizenship behaviour (OCB), and turnover intention among customer service employees within hospitality organisations in the Middle East and North African (MENA) region. The investigation utilises variance-based structural equation modelling to evaluate a sample of 847 subject responses. We found that externally controlled employees are more likely to develop negative emotions resulting from pandemic-triggered job insecurity as well as poorer customer orientation and engagement in OCB due to worsened job satisfaction than those internally controlled. Wholistically, COVID-19 perceptions tend to indirectly hit externally controlled employees’ anxiety, customer orientation, and OCB more intensely than those with internal locus of control

Who’s more vulnerable? A generational investigation of COVID-19 perceptions’ effect on Organisational citizenship Behaviours in the MENA region: job insecurity, burnout and job satisfaction as mediators

Background This paper is an empirical investigation that examines a path model linking COVID-19 perceptions to organisational citizenship behaviour (OCBs) via three mediators: job insecurity, burnout, and job satisfaction. The research examines the path model invariance spanning Generations X, Y, and Z. Three countries in the Middle East and North Africa (MENA) were the focus of the study. Methods The data was collected from a sample of employees in service companies (n = 578). We used a Partial Least Square Structural Equation Modelling (PLS-SEM) to analyse the data. Results Our findings reveal that COVID-19 perceptions positively predict job insecurity, which positively impacts burnout levels. Burnout negatively predicts job satisfaction. The findings established that job satisfaction positively predicts OCBs. The mediation analysis determined that job insecurity, burnout and job satisfaction convey the indirect effects of COVID-19 perceptions onto OCBs. Finally, our hypothesised model is non-equivalent across Generations X, Y and Z. In that regard, our multi-group analysis revealed that the indirect effects of COVID-19 perceptions on OCBs were only valid amongst younger generations, i.e., Generation Y and Generation Z. Specifically, younger generations are substantially more vulnerable to the indirect effects of COVID-19 perceptions on their engagement in OCBs than Generation X whose job satisfaction blocks the effects of COVID-19 perceptions on OCBs. Conclusions The present study extends our knowledge of workplace generational differences in responding to the perceptions of crises or pandemics. It offers evidence that suggests that burnout, job attitudes and organisational outcomes change differently across generations in pandemic times

The academic–vocational divide in three Nordic countries : implications for social class and gender

In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.Peer reviewe

The Influence of Job Insecurity on Task and Contextual Performance in Italy and the U.S.: Only Negative Effects?

Purpose. Using samples from Italy and the U.S., we examine the mechanisms through which job insecurity affects task and contextual performance. Drawing on a two-dimensional stressor framework, it is hypothesized that job insecurity may affect behavioural outcomes differentially. On one hand, job insecurity may have a negative affect (hindrance stressor) and, on the other hand, it may positively affect behavioural outcomes (challenge stressor). The model attempts to disentangle both mechanisms by introducing overall job attitude (job satisfaction and affective commitment) as a mediating variable. The research permits us to examine cross-cultural generalizations. Methodology. Data were collected from 322 blue-collar workers in Italy and 320 staff in the U.S. The meditational model was tested using SEM with bootstrapping estimates of indirect effects. Results. In both countries, job insecurity is found to be a hindrance stressor that induces strain reactions: one way to cope with such a stressor is to behaviourally withdraw from the situation, i.e., reduced performance and OCB. Limitations. Because of the cross-sectional design, no inferences were made about true causal relationships. Practical Implications. Job insecurity does not act as a challenge stressor to motivate employees’ performance. This suggest that managers should communicate clearly about change initiatives to reduce job insecurity, enhance affective commitment and job satisfaction, thereby indirectly improving productive behaviours Originality. This paper contributes to the cross-cultural generalizability of job insecurity and performance outcomes. Further, it compares challenge and hindrance affects of job insecurity

Spatial reference memory in GluR-A-deficient mice using a novel hippocampal-dependent paddling pool escape task

Genetically modified mice lacking the L-alpha-amino-3-hydroxy-5-methylisoxazole-4-propionate (AMPA) receptor subunit, GluR-A (GluR1), and deficient in hippocampal CA3-CA1 long-term potentiation (LTP), were assessed on a novel, hippocampal-dependent spatial reference memory, paddling pool escape task. The mice were required to use the extramaze cues around the laboratory to find a hidden escape tube that was in a constant location at one of 12 possible positions around the perimeter of the paddling pool, in order to escape from shallow water. The knockout mice performed well on this task. They displayed a small initial impairment (in terms of both escape latencies and choice errors), but they were soon as efficient as the wild-type mice in escaping from the water. This was further demonstrated by performance during a 20-s probe trial in which the exit tube was blocked. Both groups of mice spent most of the time searching in the quadrant of the pool in which the exit tube had previously been located. In a subsequent experiment, entirely normal spatial acquisition was observed in the knockout mice when the paddling pool was moved to a novel spatial environment. The GluR-A -/- mice were also unimpaired in a further reversal phase in which the correct exit location was moved by 180 degrees around the perimeter wall. These results are consistent with previous watermaze studies, providing further demonstration of intact hippocampus-dependent spatial reference memory in GluR-A knockout mice. They contrast strikingly with the profound deficits in hippocampus-dependent, short-term, flexible spatial working memory observed in these knockout mice. This study also demonstrates a novel behavioral task for assessing spatial memory in genetically modified mice. This task shares the behavioral profile of the well-established watermaze paradigm, but may have advantages for the study of genetically modified mice

Spatial memory dissociations in mice lacking GluR1.

Gene-targeted mice lacking the AMPA receptor subunit GluR1 (GluR-A) have deficits in hippocampal CA3-CA1 long-term potentiation. We now report that they showed normal spatial reference learning and memory, both on the hidden platform watermaze task and on an appetitively motivated Y-maze task. In contrast, they showed a specific spatial working memory impairment during tests of non-matching to place on both the Y-maze and an elevated T-maze. In addition, successful watermaze and Y-maze reference memory performance depended on hippocampal function in both wild-type and mutant mice; bilateral hippocampal lesions profoundly impaired performance on both tasks, to a similar extent in both groups. These results suggest that different forms of hippocampus-dependent spatial memory involve different aspects of neural processing within the hippocampus

Gender Segregation in Vocational Education: Introduction

This introductory chapter develops the overall research focus and the aim of the present special issue ‘Gender segregation in vocational education’. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research