Emotional intelligence as a moderator in the emotional labour-burnout relationship: evidence from Malaysian HR professionals

The role of emotions amongst employees with extensive interpersonal interactions has been identified as critical for both individual and organisational performance. This particular study examines the relationship between emotional labour, trait emotional intelligence and three dimensions of burnout. Specifically, we examine whether trait emotional intelligence moderates the relationship between emotional labour and burnout. Based on a sample of 136 Malaysian HR professionals, we find that surface acting, but not deep acting, is a significant direct predictor of personal and work-related burnout. More interestingly though, trait emotional intelligence only buffered the effects between deep acting strategies and personal and work-related burnout. The findings from our study contribute to a deeper understanding of the conditions under which emotional labour can be beneficial to employee well-being

What Impact Does Accreditation Have on Workplaces? A Qualitative Study to Explore the Perceptions of Healthcare Professionals About the Process of Accreditation

Aim: This study seeks to explore the emerging psychosocial risks of healthcare accreditation in workplaces and to understandhealthcare professionals’ perceptions about work demands and the unexpected consequences such accreditation had placed uponthem.Methods: Twenty-seven semi-structured interviews and four focus group discussions were conducted with a variety of healthcareprofessionals, including doctors, nurses, pharmacists, and allied health professionals. The study was conducted in three publichospitals and a network of primary healthcare centers in the United Arab Emirates. Interviews and focus group discussions weretranscribed and analyzed using a thematic analysis approach.Results: The results have shown that a number of psychosocial risks were prevalent during the course of accreditation. Healthcareprofessionals faced increased work demands during such a process including increased working hours, increased working pace,perceived time pressure, and conflicted information. Such demands were perceived to influence their health and their families andpatients’ care. In contrast, teamwork and co-worker support were vital to mitigate the effect of such demands.Implications: This study has identified emerging risks during the process of accreditation. Findings show that the process ofaccreditation increases work-related risks before the inspection visit. These findings have significant implications in understatingthe way accreditation processes increase psychosocial risks; they also consolidate the idea that appropriate systems and supportfor HCPs should be a priority when planning for accreditation

Estudios Psicométricos de la Escala de Estrategias de Aprendizaje Para Estudiantes Universitarios

The aim of this article is to examine the psychometric properties of a learning strategies scale for university students. The scale was composed of 49 Likert scale items related to cognitive and metacognitive strategies. It was applied in a sample of 1,490 university students. The factor analysis revealed that 35 items had acceptable loadings and identified a three factor structure: Factor 1 - Cognitive and Metacognitive Self-regulation, Factor 2 - Internal Resource and Context regulation, and Factor 3 - Social regulation. Its internal consistency was assessed by Cronbach’s alpha and was .87 for the total scale, .86 for Factor 1, .71 for Factor 2 and .65 for Factor 3. The total variance explained was 26.6%. Further studies are suggested based on confirmatory factor analyses, so that the scale can be better utilized in psychoeducational evaluation.O presente trabalho tem como objetivo examinar as propriedades psicométricas de uma escala de estratégias de aprendizagem para alunos universitários. A escala contém 49 itens fechados, em forma de escala Likert, relacionados às estratégias cognitivas e metacognitivas. Foi aplicada a uma amostra de 1490 estudantes do Ensino Superior. A análise fatorial da escala revelou que 35 itens apresentaram cargas fatoriais aceitáveis e uma estrutura de três fatores: Fator 1 - Autorregulação Cognitiva e Metacognitiva, Fator 2 - Autorregulação dos Recursos Internos e Contextuais e Fator 3 - Autorregulação Social. Os índices de consistência interna, aferidos pelo alpha de Cronbach, foram, respectivamente, 0,87 para a escala total, 0,86 para o Fator 1, 0,71 para o 2 e 0,65 para o 3. A variância total explicada foi de 26,6%. Recomenda-se a continuidade de estudos de validade e precisão, com base na análise fatorial confirmatória para o seu melhor aproveitamento em avaliação psicoeducacional.Este estudio tuvo como objetivo examinar las propiedades psicométricas de una escala de estrategias de aprendizaje para estudiantes universitarios. La escala contiene 49 ítems cerrados, en forma de escala Likert, relacionados a las estrategias cognitivas y metacognitivas. Se aplicó a una muestra de 1.490 estudiantes de Educación Superior. El análisis factorial reveló que 35 ítems tuvieron cargas factoriales aceptables y una estructura de tres factores: Factor 1 - Autorregulación Cognitiva y Metacognitiva, Factor 2 - Autorregulación de Recursos Internos y Contextuales y Factor 3 - Autorregulación Social. Los índices de consistencia interna, medidos por el alfa de Cronbach, fueron, respectivamente, .87 para la escala total, .86 para el Factor 1, .71 para el 2 y .65 para el 3. La varianza total explicada fue de 26,6%. Se recomienda la continuidad de estudios de validez y fiabilidad, basados en análisis factorial confirmatorio para su mejor aprovechamiento en evaluación psicoeducacional

Exploring the direct and indirect effects of emotional intelligence and frequency of customer contact on organisational citizenship behaviours among hotel employees in Mexico

In the hotel industry, organisational effectiveness and service quality are highly dependent on front-of-house employees’ positive interactions with customers, and their willingness to engage in organisational citizenship behaviours (OCB). Various studies have identified the ability of employees to manage their own emotions and those of others as a key means of understanding how and why employees engage in OCB. The present study seeks to shed light on how the underlying mechanisms of emotional intelligence (EI) and the nature of job role, through the frequency of interactions with customers could be of benefit to service orientated organisations. Empirical evidence was drawn from a sample of 179 front-of-house employees from a 4-star Mexican hotel chain. A series of multiple hierarchical regressions revealed that when employees experience high levels of customer contact and engage in high levels of emotion regulation, this can have a detrimental effect on their OCB. The findings underscore the importance of the role of work and job context in influencing the EI and OCB relationship

Autorregulación para la comprensión lectora: propiedades psicométricas de dos escalas de motivación

As metas de realização e a autoeficácia integram a dimensão motivacional da aprendizagem autorregulada. Este estudo teve por objetivo investigar as propriedades psicométricas iniciais da Escala Metas de Realização para a Compreensão de Leitura e da Escala Autoeficácia para Compreender a Leitura. Na investigação da evidência de validade de conteúdo participaram três juízes especialistas e 16 estudantes do Ensino Fundamental II, que apontaram para a adequação teórica e prática das escalas. A evidência de validade baseada na estrutura interna foi obtida com uma amostra de 522 estudantes, utilizando-se como recursos estatísticos a aplicação de análises fatoriais. Verificou-se a plausibilidade dos modelos da Escala de Metas de Realização, constituída de três fatores, e da Escala de Autoeficácia, unifatorial, bem como a identificação de estimativas adequadas fidedignidade. Os resultados deste estudo indicam que as escalas podem ser utilizadas em investigações exploratórias. Sugere-se a continuidade das pesquisas para ampliar a sua qualidade psicométrica.Las metas de logro y la autoeficacia integran la dimensión de motivación del aprendizaje autorregulado. En este estudio, se investigaron las propiedades psicométricas iniciales de la Escala de Metas de Logro y la Escala de Autoeficacia para la Comprensión Lectora. En la investigación de evidencias de validez de contenido participó tres expertos y 16 alumnos de la educación secundaria, quienes señalaron la adecuación teórica y práctica de las escalas. La evidencia de validez basada en las escalas internas se obtuvo con una muestra de 522 alumnos, utilizando el análisis factorial como recurso estadístico. Se verificó la plausibilidad del modelo de Escala de Metas de Logro, que consta de tres factores, y el factor único del modelo de Escala de Autoeficacia, además se verificaron parámetros de confiabilidad adecuados. Los resultados de este estudio indican que las escalas se pueden utilizar en investigaciones exploratorias. Sugerimos más estudios para expandir sus propiedades psicométricas.Personal achievement goals and self-efficacy make up the motivational dimension of self-regulated learning. This research investigates the initial psychometric properties of the Achievement Goals Scale for Reading Comprehension and the Self-efficacy Scale for Reading Comprehension. The evidence-based test content validity study involved three expert judges and 16 Middle School, who pointed to the theoretical and practical adequacy of the scales. Validity evidence based on the scales’ internal structure was obtained with a sample of 522 students, using factor analysis as statistical resources. We verified the plausibility of the three-factor Achievement Goals Scale model and the one-factor Self-efficacy Scale model, and identified reasonable reliability estimates. Results indicate that the scales can be used in exploratory investigations. We suggest further research to expand its psychometric quality

Instrumentos de avaliação da integração e da satisfação acadêmica: estudo de validade

[Resumo] Objetivou-se buscar evidência de validade convergente entre o Questionário de Vivências Acadêmicas (QVA-r) e a Escala de Satisfação com a Experiência Acadêmica (ESEA) e explorar relações com a idade e diferenças quanto ao sexo e série. Participaram 247 estudantes de psicologia entre 17 e 61 anos, sendo que a aplicação dos instrumentos foi coletiva e em uma única sessão. Os resultados indicaram que os testes utilizados medem construtos similares, pois houve correlação positiva e significativa entre os escores de ambos. Analisando-se os grupos extremos pelo QVA-r (maior integração vs menor integração) constatou-se diferenças significativas entre eles também em relação à pontuação no ESEA. As dimensões ‘pessoal’ e ‘estudo’ do QVA-r apresentaram correlação significativa com a idade e não foram identificadas diferenças em razão do sexo dos participantes. Finalmente, observou-se que os iniciantes vêem mais positivamente as oportunidades oferecidas pelo curso e relatam maior satisfação com a instituição que freqüentam[Abstract] The objective was to look for evidence of convergent validity between the Questionário de Vivências Acadêmicas (QVA-r) and Escala de Satisfação com a Experiência Acadêmica (ESEA) and to explore relations with age and differences between sex and grades. In a collective and single session, 247 Psychology students participated, with age ranging from 17 to 61 years-old. The results indicated that the used tests measured similar constructs, therefore had positive and significant correlations between both scores. Analyzing the extreme groups for the QVA-r (more integration versus less integration) significant differences was evident between concerning the ESEA scoring. The ‘personal’ and ‘study’ dimensions of the QVA-r presented significant correlation with age, while differences related to participants’ gender had not been identified. Finally, it was observed that the freshmen see the chances offered by the course in a more positive way and relate greater satisfaction with the institution in which they stud

Roadmap Assessment of Phonological Awareness (RACF)

O presente estudo buscou avaliar a consciência fonológica de alunos do ensino fundamental, para investigar evidências de validade de critério pela comparação entre as séries e também identificar diferenças relativas às variáveis sexo e idade. Participaram 221 crianças de 6 a 12 anos (M=8,53; DP=1,40) que individualmente responderam ao Roteiro de Avaliação da Consciência Fonológica (RACF), instrumento tipo screening. Dos 15 pontos possíveis, as crianças obtiveram média de 11,23 (DP=2,60). Destaca-se como principal resultado o estabelecimento de evidência de validade de critério, visto que por meio da ANOVA foi identificada a existência de diferenças significativas entre as séries [F(3,218)=18,66; p<0,001], identificando-se escores mais altos congruentes com o avanço na etapa escolar. As pontuações médias de meninos e meninas não diferiram significativamente e, quanto à idade, as crianças mais velhas alcançaram médias mais elevadas. Sugere-se que outros estudos sejam realizados com amostras maiores e diversificadas, de forma a possibilitar também a comparação com outras variáveis potencialmente relevantes

Intervention in Learning Strategies: Study with New University Students

Psychoeducational intervention programs in higher education can contribute to academic success. This research aimed to verify the effects of a program for the development of learning strategies in university students. The design used was quasiexperimental, with pre-test, intervention and three post-tests. 83 students participated, of which 59 were from the Control Group and 24 from the Experimental Group. It was used in the pre-test and post-tests the Learning Strategies Scale for University Students (LSSUS). The results in the post-tests revealed qualitative but not quantitative differences. The data allowed us to reflect on the impact of enrollment in higher education and to confirm the need to teach self-regulated learning strategies from the first year of graduation. The lack of previous knowledge, high expectations, as well as the number of intervention sessions were variables that possibly interfered in the results, not allowing, from a statistical point of view, a significant increase in the scale scores.Programas de intervenção psicoeducacional no ensino superior podem contribuir para o sucesso acadêmico. Esta pesquisa teve como objetivo verificar os efeitos de um programa para o desenvolvimento de estratégias de aprendizagem em universitários. O delineamento usado foi quase-experimental, com pré-teste, intervenção e três pós-testes. Participaram da pesquisa 83 estudantes, sendo 59 do Grupo Controle e 24 do Grupo Experimental. Foi utilizada no pré e pós-testes a Escala de Estratégias de Aprendizagem para Universitários (EEA-U). Os resultados nos pós-testes revelaram diferenças qualitativas, mas não quantitativas. Os dados permitiram refletir sobre o impacto do ingresso no ensino superior e confirmar a necessidade de se ensinar estratégias de aprendizagem autorreguladas, desde o primeiro ano da graduação. A falta de conhecimentos prévios, as altas expectativas, bem como o número de sessões de intervenção foram variáveis que possivelmente interferiram nos resultados, não permitindo, do ponto de vista estatístico, o aumento significativo nos escores da escala.Los programas de intervención psicoeducativa en la enseñanza superior pueden contribuir al éxito académico. Esta investigación tuvo como objetivo verificar los efectos de un programa para el desarrollo de estrategias de aprendizaje en universitarios. El delineamiento utilizado fue casi-experimental, con prueba previa, intervención y tres pruebas posteriores. Participaron de la investigación 83 estudiantes, siendo 59 del Grupo Control y 24 del Grupo Experimental. Se utilizó en las pruebas previas y posteriores la Escala de Estrategias de Aprendizaje para Universitarios (EEA-U). Los resultados en las pruebas posteriores revelaron diferencias cualitativas, pero no cuantitativas. Los datos permitieron reflexionar sobre el impacto del ingreso en la enseñanza superior y confirmar la necesidad de enseñar estrategias de aprendizaje autorreguladas desde el primer año del grado. La falta de conocimientos previos, las altas expectativas, así como el número de sesiones de intervención fueron variables que posiblemente interfirieron en los resultados, no permitiendo, desde el punto de vista estadístico, el aumento significativo en los escores de la escala

The impact of a college career intervention program on career decision-making self-efficacy, career indecision and decision-making difficulties

A quasi-experimental longitudinal intervention study utilizing intervention and comparison groups was carried out with first-year Malaysian college students in order to evaluate the effectiveness of a careers course designed to help students in their career decision making. Participants in both groups were given questionnaires assessing career decision self-efficacy, career indecision and career decision-making difficulties at various time points. Career indecision and decision-making difficulties are different constructs in that research on career indecision encompasses a wider area wherein the identification of sources of career indecision, often referred to as decision-making difficulties, is one line of research. Gender differences at the outset and over the duration of the course were also examined. Results indicated that upon completion of the course participants in the intervention group experienced increased career decision self-efficacy and reduced career indecision compared to the comparison group. An overall decrease in career decision-making difficulties was also observed but further investigation revealed that the decrease was not significant in one of 10 subcategories of difficulties. Although gender differences in career indecision and career decision making difficulties were observed at the outset, these disappeared over the course of the intervention. Implications and suggestions for further research are discussed