'Possunt, quia posse videntur': They can because they think they can. Development and Validation of the Work Self-Efficacy Scale: Evidence from two Studies

Self-efficacy (SE) has been recognised as a pervasive mechanism of human agency influencing motivation, performance and well-being. In the organisational literature, it has been mainly assessed in relation to job tasks, leaving the emotional and interpersonal domains quite unexplored, despite their relevance. We aim to fill this gap by presenting a multidimensional work self-efficacy (W-SE) scale that assesses employees' perceived capability to manage tasks (task SE), negative emotions in stressful situations (negative emotional SE), and their conduct in social interactions, in terms of both defending their own point of view (assertive SE) and understanding others' states and needs (empathic SE). Results from two independent studies (Study 1, N=2192 employees; Study 2, N=700 employees) adopting both variable- and person-centred approaches support the validity of the scale. Findings of factor analyses suggest a bi-factor model positing a global W-SE factor and four specific W-SEs, which are invariant across gender and career stages. Multiple regressions show that global W-SE is associated with all considered criteria, task SE is associated positively with in-role behaviours and negatively with counterproductive behaviours; negative emotional SE is negatively associated with negative emotions and health-related symptoms; empathic SE is positively associated with extra-role behaviour; and, unexpectedly, assertive SE is positively associated with counterproductive work behaviour. However, results from a Latent Profile Analysis showed that the relationship between the SEs and criteria is complex, and that W-SE dimensions combine into different patterns, identifying four SE configurations associated with different levels of adjustment

The Role of Traditional and Online Moral Disengagement on Cyberbullying:Do Externalising Problems Make Any Difference?

This study examines the differential role of traditional and online moral disengagement (MD) in relation to cyberbullying. Traditional MD is operationalised as a process operating across contexts, whereas online MD as a contextualised process related to online settings. We hypothesised that they are separate, although correlated, and have different roles depending on externalising tendencies. The sample comprised 856 high school students (mean age = 14.7, S.D. = 1.7; 45.6% females). Regression analyses highlighted that: a) for low externalising adolescents, only online MD was significantly related to cyberbullying; b) for medium externalising adolescents, both online and traditional MD are significant, with the former more strongly associated with cyberbullying; c) for high externalising adolescents, traditional MD is key. Cluster analyses identified five configurations: 1) the Externalising Traditionally Disengaged; 2) the Externalising Not-Disengaged; 3) the Online Disengaged; 4) the All Good; and 5) the Unsuspected. The Online Disengaged has the highest engagement in cyberbullying. The Unsuspected (showing the same low externalising behaviour but significantly higher level of online MD than the All Good) engage in cyberbullying as much as Externalising Traditionally Disengaged and Not-Disengaged. These findings have implications for intervention programmes, underlining the relevance of considering the moral processeses within the online environment

Positivity and Behaviour: the Mediating Role of Self-Efficacy in Organisational and Educational Settings

Positivity is an evaluative disposition capturing what self-esteem, life satisfaction and optimism have in common. Self-efficacy refers to specific beliefs aimed at exercising control over the events through self-regulation. This paper examines in two studies whether the effect of positivity on performance is mediated by self-efficacy beliefs. The first examines the role of task and empathic self-efficacy in mediating the relationship of positivity with respect to in-role and extra-role behaviours in a sample of 829 Italian adult employees. The second examines the role of academic self-efficacy in mediating the relationship of positivity with respect to academic grades and academic citizenship behaviour on a sample of 223 Italian university students. Structural Equation Models results revealed that: (1) the relationship between positivity and both in-role and extra-role behaviours was substantially mediated by self-efficacy beliefs; (2) the relationship between positivity and both school grades and citizenship behaviours was completely mediated by self-efficacy beliefs

Looking at the immigrants’ faces. The study of audience’s emotions and attitude toward immigrants through a documentary film

In line with the refugee agency recommendations (UNHCR, 2010) the present research recruited citizens in the general population with the aim of understanding whether positive media messages may foster acceptance towards refugee immigrants. The study has specifically considered the case of unaccompanied refugee minors verifying if and how specific affective and cognitive dimensions implicated in individual moral functioning were related to empathic or hostile emotions experienced while watching a documentary realized by refugee minors in a hosting centre in Italy. In addition, the relationship between different emotional responses and attitudes toward immigrations were examined. Fifty student were invited to complete pre-assessment questionnaire containing measures on empathic tendencies (e.g. perspective taking, Davis, 1990) personal values (self-enhancement values, Schwartz, 1992) and moral regulation (e.g. moral efficacy; Bandura, 1991). Then, voluntary participants were invited to watch the documentary film produced in the a European Project. After the presentation of the film, the students have to indicate their current emotional states and attitude toward immigration as spectators. Overall, the results showed that self-transcendence values, empathic concern and moral self-efficacy were positively related to sympathy, and negatively related to hostile emotions. Differently, moral disengagement was positively related to negative affect. Moreover, the presence of empathic affect during the film was associated with positive attitudes toward immigrations; on the contrary, the presence of hostile emotions was strongly related  to negative attitudes toward hosting. Overall, results suggest the importance of considering citizens’ moral sensitivity, motivation and moral regulative capabilities together audio-visual contents to better understand people’s emotions in relation to immigration and hosting

Phenomenological Configurations of Workplace Bullying: a cluster approach

The present study represents an innovative contribution combining an articulated description of phenomenological manifestations of bullying with an in-depth picture of individual processes operating within the regulative system. Phenomenological configurations of bullying were identified considering not only exposure to and types of bullying, but also two of its main correlates: health problems and deviant behaviour. Moreover, the study examined how these configurations differ in terms of discrete negative emotions experienced in relation to work, coping strategies, and moral disengagement. Results from a sample of 1019 employee (53.6% women) support a 5-cluster solution: not bullied with no symptoms and no misbehaviour (39.9%); not bullied but with symptoms and some misbehaviour (23.9%); targets exposed to limited work-related negative acts, with no symptoms and some misbehaviour (22.3%); targets of work-related bullying with symptoms and misbehaviour (9.6%); and victims with high symptoms and high misbehaviour (4.4%). Moreover, the examination of clusters in relation to individual dimensions highlights the pivotal role of negative emotions and emotional regulation, independently from exposure to workplace bullying. Further, in more severe cases, moral disengagement and compensatory behaviour play an equally important role suggesting the weakening of individuals' behavioural regulation

An Exploratory Study on the Influence of Psychopathological Risk and Impulsivity on BMI and Perceived Quality of Life in Obese Patients

The present study aimed to assess the psychological profiles of adult male and female obese patients, as well as to verify the possible influence of their psychopathological risk and impulsivity on their body mass index (BMI) and perceived quality of life. A total of 64 obese subjects accessing a center for care of their obesity were assessed through anthropometric and psychometric measurements. All anthropometric measures in men were higher than in women, while in turn, women showed higher psychopathological symptoms. Furthermore, the symptoms of somatization and psychoticism were predictors for a higher BMI in men, but there was no effect of psychopathological symptoms on the perceived quality of life (QoL) of male subjects. Moreover, in women, somatization and attentional impulsivity were predictors for a higher BMI, whereas no correlation was found between their psychopathological risk and perceived QoL. The results of regression analysis underlined that somatization is a “core” psychopathological symptom in obese subjects regardless of their sex, which is a potential predictor for a higher BMI. The psychological difficulties of the subjects had no effect on their perceived QoL, suggesting that they find it difficult to reflect on the impact that obesity has on their life

Cognitive emotions in e-learning processes and their potential relationship with students’ academic adjustment

In times of growing importance and emphasis on improving academic outcomes for young people, their academic selves/lives are increasingly becoming more central to their understanding of their own wellbeing. How they experience and perceive their academic successes or failures, can influence their perceived self-efficacy and eventual academic achievement. To this end, ‘cognitive emotions’, elicited to acquire or develop new skills/knowledges, can play a crucial role as they indicate the state or the “flow” of a student’s emotions, when facing challenging tasks. Within innovative teaching models, measuring the affective components of learning have been mainly based on self-reports and scales which have neglected the real-time detection of emotions, through for example, recording or measuring facial expressions. The aim of the present study is to test the reliability of an ad hoc software trained to detect and classify cognitive emotions from facial expressions across two different environments, namely a video-lecture and a chat with teacher, and to explore cognitive emotions in relation to academic e-selfefficacy and academic adjustment. To pursue these goals, we used video-recordings of ten psychology students from an online university engaging in online learning tasks, and employed software to automatically detect eleven cognitive emotions. Preliminary results support and extend prior studies, illustrating how exploring cognitive emotions in real time can inform the development and success of academic e-learning interventions aimed at monitoring and promoting students’ wellbeing.peer-reviewe

“Yes, I Can”: the protective role of personal self-efficacy in hindering counterproductive work behavior under stressful conditions

Within the stressor-emotion model, counterproductive work behavior (CWB) is considered a possible result of stress. It is well-known that self-efficacy mitigates the detrimental effects of stress and the stressor-strain relation. We aim to extend the stressor-emotion model of CWB by examining the additive and moderating role of work and regulatory emotional self-efficacy dimensions

Nurse moral disengagement

Background: Ethics is a founding component of the nursing profession; however, nurses sometimes find it difficult to constantly adhere to the required ethical standards. There is limited knowledge about the factors that cause a committed nurse to violate standards; moral disengagement, originally developed by Bandura, is an essential variable to consider. Research objectives: This study aimed at developing and validating a nursing moral disengagement scale and investigated how moral disengagement is associated with counterproductive and citizenship behaviour at work. Research design: The research comprised a qualitative study and a quantitative study, combining a crossvalidation approach and a structural equation model. Participants and research context: A total of 60 Italian nurses (63% female) involved in clinical work and enrolled as students in a postgraduate master’s programme took part in the qualitative study. In 2012, the researchers recruited 434 nurses (76% female) from different Italian hospitals using a convenience sampling method to take part in the quantitative study. Ethical considerations: All the organisations involved and the university gave ethical approval; all respondents participated on a voluntary basis and did not receive any form of compensation. Findings: The nursing moral disengagement scale comprised a total of 22 items. Results attested the mono-dimensionality of the scale and its good psychometric properties. In addition, results highlighted a significant association between moral disengagement and both counterproductive and citizenship behaviours

Understanding the Interplay Among Regulatory Self-Efficacy, Moral Disengagement, and Academic Cheating Behaviour During Vocational Education: A Three-Wave Study

The literature has suggested that to understand the diffusion of unethical conduct in the workplace, it is important to investigate the underlying processes sustaining engagement in misbehaviour and to study what occurs during vocational education. Drawing on social-cognitive theory, in this study, we longitudinally examined the role of two opposite dimensions of the self-regulatory moral system, regulatory self-efficacy and moral disengagement, in influencing academic cheating behaviour. In addition, in line with the theories highlighting the bidirectional relationship between cognitive processes and behaviour, we aimed to also examine the reciprocal influence of behaviour on these dimensions over time. Overall, no previous studies have examined the longitudinal interplay between these variables. The sample included 866 (62.8% female) nursing students who were assessed three times annually from the beginning of their vocational education. The findings from a cross-lagged model confirmed that regulatory self-efficacy and moral disengagement have opposite influences on cheating behaviour, that regulatory self-efficacy negatively influences not only the engagement in misconduct but also the justification mechanisms that allow the divorce between moral standards and action, and that moral disengagement and cheating behaviour reciprocally support each other over time. Specifically, not only did moral disengagement influence cheating behaviour even when controlling for its prior levels, but also cheating behaviour affected moral disengagement one year later, controlling for its prior levels. These findings suggest that recourse to wrongdoing could gradually lead to further normalising this kind of behaviour and morally desensitising individuals to misconduct