237 research outputs found
What do we know when we know a compulsive buying person? Looking at now and ahead
Over the last few decades, research has seamlessly confirmed the marked multicausal
nature of compulsive buying, since variables from different realms (e.g., family, social, and contextual
domains) have demonstrated their explanatory capacity. However, it has been personality variables
that have, to a greater extent, aroused the interest of researchers, leading to what is now a cumbersome
richness of personal constructs of different nature that seem to require some arrangement under
integrative frameworks. The proposal by McAdams under the suggestive title of “What do we know
when we know a person?” is, in this regard, especially attractive and thought-provoking. McAdams
approaches us to the person as a whole by establishing three differentiated levels (dispositional traits,
personal concerns or characteristics adaptations, life story), and it will be precisely these levels that
will become the structure we will use to address the state of the art on compulsive buyers. The
location of the multiple personal variables analyzed at each of the levels with a common grammar
will allow us to identify what it is known, as well as what remains to be done in each space. Lastly,
suggestions for the future are given, with particular emphasis on advancing our understanding of
the person from each of the academic vantage points but also the suitability of designing studies
that integrate and/or build bridges between dispositional traits, characteristic adaptations, and
life narratives. The hope is that research in the coming years satisfactorily integrates the different
visions of the person to achieve a more comprehensive, nuanced portrait of a person with compulsive
buying problemsS
Una aproximación integradora al estudio del burnout en los profesores de Universidad
The aim of this paper is to use an integrative approach to identify the main correlates and/or predictors
at different levels (personal, psychosocial, occupational and outside the workplace) of the burnout dimensions.
The sample consists of 813 university professors. Results from statistical analyses show that
there are, indeed, both common and specific predictors for the different facets of the syndrome. Specifically,
while social support and optimism are selected to confirm all manifestations of burnout, other
factors (work hours per week, time in the profession, hardiness, Type A behavioural pattern, life events,
daily hassles) do increase the emergence of differential profiles. Lastly, findings are discussed and the
main conclusions are presentedEl objetivo del
presente trabajo es identificar, desde un acercamiento integrador, cuáles son los principales correlatos
y/o predictores de distintos ámbitos (personal, psicosocial, ocupacional y extralaboral) de las dimensiones
del burnout. La muestra está formada por 813 profesores de Universidad. Los resultados de los
análisis estadísticos realizados permiten constatar la existencia de predictores comunes y específicos
para las facetas del síndrome. Concretamente, mientras se confirma que el apoyo social y el optimismo
son seleccionados para explicar todas las manifestaciones del burnout, otros factores (horas de trabajo
a la semana, tiempo en la profesión, personalidad resistente, patrón de conducta Tipo A, acontecimientos
vitales, contrariedades cotidianas) acentúan la existencia de perfiles diferenciales.
Finalmente, se discuten los hallazgos y se presentan las principales conclusionesThis study was possible thanks to a grant given to the project «Análisis de los determinantes psicosociales y biológicos en el estrés laboral de los docentes universitarios» (reference PGIDT99PXI21103A; BSO2000-0475) financed by the Consellería de Educación y Ordenación Universitaria of the Xunta de Galicia and by the Ministerio de Educación y CienciaS
Big Five Personality Traits, Coping Strategies and Compulsive Buying in Spanish University Students
Personality traits and coping strategies have historically been two key elements in the field of health psychology. It is, therefore, striking that there is no study in the field of compulsive buying that integrates the most generic, decontextualized and stable aspects (traits) with those having a more marked processual and dynamic nature, which are closer to goal-based views of human nature (coping strategies). Another weakness of the compulsive buying field is that, despite the confirmed growing increase in compulsive buying in the younger age groups, most studies have been conducted with adult samples. Hence, this study seeks to clarify the role of the Big Five domains and different coping strategies in university students’ compulsive buying. The sample consisted of 1093 participants who were classified as either compulsive buyers or non-compulsive buyers. Both groups were compared regarding sociodemographic variables (gender, age), the Big Five personality traits, and coping strategies through chi-square tests or Student’s t-tests. Besides, a multivariate logistic regression analysis was conducted to determine which of these determinants might play a part in the construction of a risk profile for compulsive buying. The results showed that other than gender (specifically being female), Neuroticism and the use of such coping strategies as problem avoidance and wishful thinking are risk factors that increase the propensity for compulsive buying. The use of active coping strategies such as problem solving, cognitive restructuring and social support, as well as the Conscientiousness dimension are protection factors that decrease the likelihood of becoming a compulsive buyer. Finally, and on the basis of the findings obtained, possible guidelines are given, which, hopefully, may effectively contribute to the prevention of and/or intervention in compulsive buying among young adultsS
Transparency Policies in European Public Broadcasters: Sustainability, Digitalisation and Fact-Checking
Over the last few years, European public broadcasters have promoted the concept of public service media as one of their main values. To this end, transparency policies have been implemented as a mechanism of corporate projection by strengthening their role as an essential service. The objective of this article is to ascertain the existence of this type of policies among European public broadcasters. To this end, a nominal group was made with 24 experts who were surveyed, thus generating new indicators of transparency and accountability strategies around sustainability and digitalization. The contents of the websites of RTVE (Spain), RTP (Portugal), France TV (France), RAI (Italy), BBC (UK), RTÉ (Ireland), ZDF (Germany), VRT (Belgium), and SVT (Sweden) were also analyzed, paying attention to such indicators and strategies. The main results include the identification of differences on the basis of the ideal models described by Hallin and Mancini; a commitment to credibility (fact-checking) to the detriment of diversity of opinions; and a connection between the political system and the media system, which, preliminarily, determines the level of transparency of these public entitiesThe results of this research are part of the work of the “Equipo de Investigaciones Políticas” (USC). It is also part of the project “Nuevos valores, gobernanza, financiación y servicios audiovisuales públicos para la sociedad de Internet: contrastes europeos y españoles” (2019–2021) financed by the Spanish Ministry of Innovation and Universities (RTI2018-096065-B-I00)S
Más allá de los Cinco Grandes: papel de las metas vitales extrínsecas en la compra compulsiva
Background: The integration of units of differing natures which are
found in different parts of some multilevel personality models is one of
the most thought-provoking paths in contemporary research. In the fi eld of
compulsive buying, little is known about the interrelationships between the
comparative and stable units such as personality traits (basic tendencies
or Level I units) and goals (a kind of middle-level unit) which are more
related to motivational processes and intentions governing people’s
behavior. Method: Self-reporting measures of compulsive buying, Big
Five personality traits, and extrinsic life aspirations were administered to
a general population sample consisting of 2,159 participants aged 15 to 65
(48.1% males; Mage= 35.4, SD= 13.24). Results: Our results confi rmed
statistically signifi cant associations with compulsive buying for the traits
as well as the extrinsic goals. Furthermore, an important relationship
between both levels in personality – traits vs. extrinsic life aspirations – was
found. Finally, extrinsic life aspirations (specially, image, popularity, and
conformity) contribute to the potentiation of the prediction of compulsive
buying beyond the Five Factor Model. Conclusions: Current fi ndings
emphasize the advisability of considering both levels in personality, traits
and middle-level units like life aspirations, not only in the prediction
of compulsive buying, but also as potential targets for preventive and
treatment programsAntecedentes: la integración de unidades
de distinta naturaleza, incluidas en distintos niveles en algunos de los
modelos multinivel de personalidad, constituye una de las más sugerentes
trayectorias de la investigación contemporánea. En el campo de estudio
de la compra compulsiva se conoce muy poco acerca de la interrelación
entre unidades comparativas y estables como son los rasgos (tendencias
básicas o unidades de Nivel I) y las metas (un tipo de unidad de nivel
medio) más vinculadas con procesos motivacionales y con las intenciones
que dirigen la conducta de las personas. Método: se administraron
autoinformes de compra compulsiva, Cinco Grandes rasgos de la
personalidad y aspiraciones vitales extrínsecas a una muestra de población
general formada por 2.159 participantes entre 15 y 65 años de edad
(48,1% hombres; Medad= 35,4, DT= 13,24). Resultados: los resultados
confi rman que la compra compulsiva se asocia signifi cativamente tanto
con los rasgos como con las metas extrínsecas. Además, se constata una
importante relación entre ambos niveles de la personalidad. Por último, se
confi rma que, más allá de la contribución del Modelo de los Cinco Grandes,
las metas extrínsecas (en particular, imagen, popularidad y conformidad)
potencian la explicación de la compra compulsiva. Conclusiones: se
confi rma la idoneidad de considerar ambos niveles explicativos de la
personalidad, rasgos y unidades de nivel-medio tales como las metas vitales,
no solo en la predicción de la compra compulsiva sino también como dianas
potenciales de los programas preventivos y de intervenciónS
La aplicación de la robótica y programación por bloques en la enseñanza elemental
This study shows the relevance of introducing visual block programming and robotics in primary education. The study describes how robotics are effectively implemented in schools, based on computational concepts and the classroom activities. We describe, apply and present specific resources teachers, who may think of introducing programming and robotics in education must consider. These resources can be adapted to their students’ levels and education stages. It is essential to be aware of the resources available and adapt them to students’ needs. The analysis involves 107 fifth-grade students in primary education at three schools. The sample of the study was non-probabilistic and intentional. The study is bidimensional. The first dimension is a quasi-experimental design obtaining data from a test. Construct validity was tested by an exploratory factor analysis. The second dimension details the results for four scales previously described: active learning, computational concepts, perceived usefulness and enjoyment. This dimension examines the results of the aforementioned scale, which analyses the pedagogical interactions. Statistically significant improvements were achieved in the understanding of basic computational concepts such as sequences, loops, conditional statements, parallel execution, event handling and use of robotics. Improvements were also noted in didactic interaction, and in greater enjoyment, enthusiasm, efficiency and active participation of students. They also showed stronger motivation, commitment and interest in the process.Este estudio demuestra la importancia de un diseño para la educación que incorpore la programación de visual por bloques y la robótica en educación primaria. Este estudio describe cómo la robótica se implementa de manera efectiva en las escuelas, basándose en conceptos computacionales y las actividades del aula. Describimos, aplicamos y presentamos varios recursos, los docentes que deseen comenzar a trabajar con la programación y la robótica en la educación deben considerar los recursos requeridos y cómo se pueden adaptar a los niveles y etapas de la educación de sus alumnos. Es fundamental conocer los recursos disponibles y adaptarlos a las necesidades de los discentes. El análisis involucra a 107 estudiantes de quinto curso de educación primaria en tres centros escolares, la muestra fue no probabilística e intencional. La primera dimensión es un diseño cuasi-experimental que obtiene datos de una prueba, la validez de constructo se probó mediante análisis factorial exploratorio. La segunda dimensión detalla los resultados para las cuatro escalas descritas anteriormente: aprendizaje activo, conceptos computacionales, utilidad percibida y disfrute, esta dimensión examina los resultados de la escala antes mencionada que analiza las interacciones pedagógicas. Se lograron mejoras estadísticamente significativas en la comprensión de conceptos computacionales básicos: secuencias, bucles, declaraciones condicionales, ejecución paralela, manejo de eventos y uso de robótica. También se observaron mejoras en la interacción didáctica, y en un mayor disfrute, entusiasmo, eficiencia y participación activa, mostrando los estudiantes una mayor motivación, compromiso e interés en el proceso
Life aspirations, generativity and compulsive buying in university students
The study of goal-oriented behaviour, because of its undeniable repercussions on physical
and mental health, is one of the target topics of contemporary research. However, the content of
life aspirations, emphasised from the self-determination theory, has received little attention from
the field of compulsive buying although it plays an important role in the regulation of behaviour
and well-being. Generativity, the personal construct that captures the intentions and/or the need
to contribute (leave a legacy) to others, has never been analysed with respect to compulsive buying
although it has been the source of interest of related fields (responsible consumption). Accordingly,
this study seeks to shed light on the role of both constructs (life aspirations and generativity) in
compulsive buying among university students. The sample consisted of 1093 Spanish university
students classified either as non-compulsive buyers or compulsive buyers. Estimated prevalence
of compulsive buying was 7.9%. The results of Student’s test confirm that, besides gender (women
report greater propensity to the phenomenon), compulsive buyers score higher and show statistically
significant differences with respect to non-compulsive buyers in all extrinsic goals (financial success,
image, popularity and conformity) and hedonism. Non-compulsive buyers show significantly higher
scores for the intrinsic goals of self-acceptance, affiliation and community feeling and also report
a higher generative concern. The logistic regression analysis confirms that being female and the life
aspirations of image, popularity and hedonism act as risk factors in compulsive buying in university
students while generativity and the importance granted to the intrinsic goals of self-acceptance and
affiliation are protective factors. Potential lines of action for this worrying phenomenon are discussed
in the light of the findingsThe authors would like to express their gratitude to the Xunta de Galicia for funding the project “La adicción a la compra una aproximación multidimensional y longitudinal” (PGIDIT06PXIB241124PR) which has allowed them to begin and consolidate this line of researchS
Personal projects’ appraisals and compulsive buying among university students: evidence from Galicia, Spain
The appraisal of goal-related constructs, generally, and of personal projects (PP) in particular,
is one of the most solid research paths with regard to subjective well-being and health. In
the last few years, the appraisal of PP has been linked to such problems as excessive alcohol and
marijuana use, but no study has been conducted in the field of compulsive buying (CB). In this study,
using Little’s personal-projects-analysis (PPA) methodology, the differences in university students
were analyzed in both broad domains (meaning, structure, community, efficacy, and stress) and
specific appraisal dimensions in groups with low (n = 293), moderate (n = 191), and high (n = 41)
compulsive-buying propensities. The results confirm that the high-propensity group presented the
highest significant levels in the domain of stress and the lowest in efficacy, meaning, and structure.
As to appraisal dimensions, the group with a high propensity to CB attained statistically lower appraisals
in the dimensions of importance, enjoyment, self-identity, absorption, control, time adequacy,
progress, and outcome of their projects; the appraisal of the level of stress, difficulty, and conflict
increased as the level of involvement in CB increased. These findings have major implications for the
design of prevention and intervention programs for this behavioral problemThe authors would like to express their gratitude to the Xunta de Galicia for funding the project “La adicción a la compra una aproximación multidimensional y longitudinal” (PGIDIT06PXIB241124PR), which has allowed them to begin and consolidate this line of researchS
Exploring Stress, Burnout, and Job Dissatisfaction in Secondary School Teachers
The aim of this study is to identify, from an integrative approach, the main predictors of
different manifestations of occupational malaise (stress, burnout and job dissatisfaction).
The sample consists of 1,386 teachers from compulsory secondary education. The results
from statistical analysis conducted (correlation and regression) strongly support the existence
of (personal, psychosocial and contextual) determining factors common to all three
phenomena. Specifically, support by colleagues, optimism, hardiness, daily hassles and life
events are valid predictors of stress, burnout and job dissatisfaction in secondary school
teachers. Other variables (a type A behavioral pattern, family support, conscientiousness)
also show that account for the specificity of each of the phenomena. Finally, the implications
of the findings are discussed and possible courses of action are suggested at the
preventive/intervention level.El objetivo del presente trabajo es identificar, desde un acercamiento integrador, cuáles
son los principales predictores de distintas manifestaciones del malestar laboral (estrés,
burnout e insatisfacción laboral). La muestra está formada por 1386 profesores de enseñanza
secundaria obligatoria. Los resultados de los análisis estadísticos realizados (correlación y
regresión) apoyan firmemente la existencia de determinantes comunes (personales, psicosociales
y contextuales) entre los tres fenómenos. En concreto, el apoyo de los compañeros,
el optimismo, la personalidad resistente, las contrariedades cotidianas y los acontecimientos
vitales son predictores válidos del estrés, burnout e insatisfacción laboral de los profesores
de secundaria. No obstante, también se constata que otras variables (patrón de conducta
tipo A, apoyo de la familia, responsabilidad) dan cuenta de la especificidad de cada uno
de los fenómenos. Finalmente, se discuten las implicaciones de los hallazgos y se sugieren,
a nivel preventivo y/o de intervención, posibles vías de actuación.Reference PGIDT02CS024101PR, financed by the Consellería de Educación y Ordenación Universitaria
of the Xunta de GaliciaS
Estrés, variables positivas y burnout: un modelo explicativo
The notion that personal resources are a powerful screen for the negative influence of
stressors in the burnout process is one of the aspects where consensus is more widespread
in the domain of Positive Psychology. It is nonetheless true that identifying them and
finding out how these “personal strengths or competences” operate would be crucial to
improve health and well-being in the workplace. It seems therefore urgent to throw light
–from a research perspective– not merely on whether the positive variables play a
mediating role between the potential stressors and burnout but also on which the
alternative paths are that have an influence on occupational stress. So, the fundamental
objective of this study is to analyze a model of influences in which the levels of stress
perceived by the teacher from the different disruptive behaviors of the students (verbal
abuse at the teacher, aggressions among students, vandalism) are the exogenous variables
while the different positive personal variables (optimism, hardiness, life satisfaction) are
mediating variables and burnout is the endogenous variable. The results obtained from a
sample of 523 secondary education teachers confirm that teacher “resilience” (optimism
and hardiness) and life satisfaction mediate the negative impact that stressors from student
behavior have on experiencing burnoutLa idea de que los recursos
personales constituyen un poderoso tamiz de la influencia negativa de los estresores en el
proceso de burnout constituye uno de los aspectos con mayor consenso en el ámbito de la
Psicología Positiva. No es menos cierto que la identificación de cuáles son y cómo actúan
estas “competencias o fortalezas personales” sería crucial para potenciar la salud y el
bienestar en el trabajo. Parece entonces urgente y necesario clarificar, desde la
investigación, no sólo si las variables positivas tienen un rol mediador entre los
potenciales estresores y el burnout, sino también cuáles son las rutas alternativas de
influencia en el malestar laboral. Pues bien, el objetivo fundamental de este trabajo es
analizar un modelo de influencias en el que los niveles de estrés percibidos por el docente
a partir de distintas conductas problemáticas de los alumnos (agresiones verbales al
profesor, agresiones entre alumnos, vandalismo) constituyen las variables exógenas,
mientras que distintas variables personales positivas (optimismo, hardiness, satisfacción
vital) se postulan como mediadoras y el burnout como variable endógena. Los resultados
obtenidos, a partir de una muestra de 523 profesores de enseñanza secundaria, confirman
que la “resiliencia” del docente (optimismo y hardiness) y la satisfacción vital median en
el impacto negativo que los estresores derivados del comportamiento de los alumnos
tienen en la experiencia de burnoutS
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