Emotional intelligence as a predictor of job satisfaction: the mediating role of conflict management in nurses

BackgroundEmotional Intelligence (EI) has emerged as a pivotal factor in work effectiveness and well-being within the healthcare domain. Specifically, its significance is heightened in the nursing sector, where emotional and social demands are high. Additionally, job satisfaction and conflict management are recognized as vital predictors of patient care service quality. However, there is a dearth of research addressing the mediating role of conflict management in the relationship between EI and job satisfaction within a nursing context.ObjectiveThis study aims to assess the mediating role of conflict management in the relationship between emotional intelligence and job satisfaction among nurses.MethodsThe STROBE checklist for cross-sectional studies was followed. A cross-sectional and explanatory design was employed. Data were collected using self-reported questionnaires to measure emotional intelligence, conflict management, and job satisfaction. Structural Equation Modeling (SEM) was conducted to test the proposed hypotheses.ResultsA total of 208 nurses aged between 18 and 65 years participated (M = 41.18, SD = 8.942). The findings confirmed a positive relationship between emotional intelligence and conflict management (β = 0.64, p < 0.001). Similarly, a positive relationship between conflict management and job satisfaction was observed (β = 0.37, p < 0.001). Moreover, conflict management was validated as a mediator in the relationship between emotional intelligence and job satisfaction (β = 0.77, p = 0.002).ConclusionThe study underscores the importance of emotional intelligence and conflict management as predictors of job satisfaction in nurses. The results suggest that interventions aimed at enhancing emotional intelligence might be an effective avenue for increasing job satisfaction, especially when conflict management strategies are integrated

Adaptation and psychometric properties of a brief version of the general self-efficacy scale for use with artificial intelligence (GSE-6AI) among university students

BackgroundIndividual beliefs about one’s ability to carry out tasks and face challenges play a pivotal role in academic and professional formation. In the contemporary technological landscape, Artificial Intelligence (AI) is effecting profound changes across multiple sectors. Adaptation to this technology varies greatly among individuals. The integration of AI in the educational setting has necessitated a tool that measures self-efficacy concerning the adoption and use of this technology.ObjectiveTo adapt and validate a short version of the General Self-Efficacy Scale (GSE-6) for self-efficacy in the use of Artificial Intelligence (GSE-6AI) in a university student population.MethodsAn instrumental study was conducted with the participation of 469 medical students aged between 18 and 29 (M = 19.71; SD = 2.47). The GSE-6 was adapted to the AI context, following strict translation and cultural adaptation procedures. Its factorial structure was evaluated through confirmatory factorial analysis (CFA). Additionally, the factorial invariance of the scale based on gender was studied.ResultsThe GSE-6AI exhibited a unidimensional structure with excellent fit indices. All item factorial loads surpassed the recommended threshold, and both Cronbach’s Alpha (α) and McDonald’s Omega (ω) achieved a value of 0.91. Regarding factorial invariance by gender, the scale proved to maintain its structure and meaning in both men and women.ConclusionThe adapted GSE-6AI version is a valid and reliable tool for measuring self-efficacy in the use of Artificial Intelligence among university students. Its unidimensional structure and gender-related factorial invariance make it a robust and versatile tool for future research and practical applications in educational and technological contexts

Depression, professional self-efficacy, and job performance as predictors of life satisfaction: the mediating role of work engagement in nurses

BackgroundThe life satisfaction and job performance of nursing professionals are affected by a multitude of factors, including work engagement, self-efficacy, and depression. The Job Demands-Resources (JD-R) model provides a theoretical framework to explore these relationships.ObjectiveOur study aimed to analyze the primary goal of this research, which is to examine the mediating role of work engagement in the relationship between depression, professional self-efficacy, job performance, and their impact on life satisfaction in nurses, using the JD-R theory as a guide.MethodsThis cross-sectional study involved 579 participants aged between 21 to 57 years (M = 39, SD = 9.95). Mediation analysis was used to examine the influence of depression, self-efficacy, and job performance on work engagement, and in turn, its effect on life satisfaction.ResultsFindings indicated that work engagement plays a crucial mediating role between depression, self-efficacy, job performance, and life satisfaction. Interventions to increase work engagement could assist nurses in better managing depression and improving their performance and life satisfaction.ConclusionsOur study highlights the need for workplace policies and strategies that foster work engagement and self-efficacy among nurses while effectively managing job demands to prevent depression. Moreover, these findings underscore the importance of the JD-R theory to understand and improve nurses' job satisfaction and performance, and suggest areas for future research, including exploring other potential factors and applying these findings across different contexts and cultures

Development and validation of a scale for streaming dependence (SDS) of online games in a Peruvian population

BackgroundAddiction to online video game streaming has become one of the most appealing ways to occupy leisure time and is one of the most popular activities. The satisfaction it provides and the time invested in it are two of the main reasons why it is preferred. However, despite the clear benefits that this activity offers, in some cases, excessive use can lead to personal and/or family problems or abuse.ObjectiveThe objective of the study was to develop and validate a scale to measure potential traits of dependence on online game streaming. The participants were 423 Peruvian adults aged between 18 and 47 years (M = 22.87, SD = 5.02). The Streaming Dependence Scale (SDS) was developed based on a literature review, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted.ResultsThe scale showed adequate internal consistency (α, CR, ω, and H > 80). Confirmatory analysis confirmed the one-dimensional structure (χ2 = 10.250, df = 5; p = 0.068; CFI = 0.98, TLI = 0.96, RMSEA = 0.06, SRMR = 0.05).ConclusionThe brief SDS is a valid and reliable measure that can be used as a useful tool to identify and evaluate streaming dependence

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

BackgroundAnxiety in learning foreign languages is a global phenomenon that impacts students’ academic performance, with English being a critical language in secondary education. The Foreign Language Classroom Anxiety Scale (FLCAS) has been widely used to assess this anxiety. However, the need to validate and adapt the scale for specific cultural contexts remains a priority in educational research.ObjectiveTo assess the validity and reliability of a Spanish version of the FLCAS among a sample of Peruvian secondary education students, in order to better understand the structure of language learning anxiety in this context.MethodsA total of 818 students from four public educational institutions in southern Peru participated. An instrumental design was used, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of convergent, divergent validity, and measurement invariance by gender.ResultsThe EFA recommended a four-factor model that explained 32% of the total variance. Subsequent CFA adjusted this model to 24 items with optimal fit indices (CFI = 0.969; RMSEA = 0.045). The reliability of the factors was acceptable (α > 0.70 for all factors). Convergent and divergent validity was confirmed through significant correlations with related constructs (Fear of Negative Evaluation and Enjoyment of Foreign Language). Gender invariance analysis indicated that the scale is equally applicable to men and women.ConclusionThe Spanish version of the FLCAS is a valid and reliable tool for assessing foreign language classroom anxiety among Peruvian secondary education students. This study contributes to the field of language teaching by providing evidence of the cultural applicability of the FLCAS in the Peruvian context, thus facilitating more effective pedagogical interventions to address language learning anxiety

Adaptation and validation of the research task distractor scale in Peruvian university students

Unconventional distractions such as electronic devices are stimuli that divert attention during study tasks, especially those related to scientific research exercises in undergraduate education. In the absence of precise instruments to measure this phenomenon, the objective was to adapt and validate the Scale of Distractions in Research Tasks among Peruvian university students. The study is classified as an instrumental cross-sectional design, involving 1,003 university students aged between 18 and 47 years (M = 20.93, SD = 4.30) from three regions of Peru (Coast, Highlands, and Jungle), selected through convenience sampling. Content validity was assessed using Aiken’s V coefficient, internal structure was examined through confirmatory factor analysis, and reliability was measured using the Omega coefficient. The results indicated that the judges positively evaluated the 5 items (V > 0.70), the internal structure confirmed the original model with satisfactory fit indices (χ2 (2) = 5.47, p = 0.187, CFI = 0.998, RMSEA = 0.023, and SRMR = 0.010), and the reliability was acceptable (ω = 0.86). In conclusion, the Peruvian version of the Scale of Distractions in Research Tasks has demonstrated to be a valid and reliable instrument, characterized by its brevity and a unifactorial structure

Resilience and stress as predictors of work engagement: the mediating role of self-efficacy in nurses

BackgroundNurses face high levels of stress and work demands, which can affect their work engagement and psychological well-being. Resilience and self-efficacy have been identified as important resources to improve nurses’ adaptation and work engagement.ObjectiveThis study aimed to evaluate the mediating role of self-efficacy in the relationship between resilience and stress on work engagement in Peruvian nurses.MethodsA cross-sectional design was used, and data were collected from a sample of 459 nurses. Self-report questionnaires were administered to measure self-efficacy, resilience, stress, and work engagement. SEM analyses were performed to examine the relationship between these variables, and a mediation analysis was conducted to evaluate the role of self-efficacy as a mediator in the relationship between resilience, stress, and work engagement.ResultsThe results indicated a positive relationship between resilience, self-efficacy, and work engagement, as well as a negative relationship between stress and work engagement. Additionally, self-efficacy mediated the relationship between resilience and work engagement, as well as the relationship between stress and work engagement in nurses.ConclusionPersonal resources such as self-efficacy are a key factor in the relationship between resilience (work resources), stress (work demands), and work engagement of Peruvian nurses. Strengthening self-efficacy and resilience can improve work engagement and personal satisfaction of nurses. Hospital administrators and nursing managers should consider the importance of resilience, stress, work engagement, and self-efficacy in registered nurses and develop effective strategies to improve them. This can have a positive impact on the quality of care provided to patients and on the job satisfaction of nurses

Personal well-being and financial threats in Peruvian adults: The mediating role of financial well-being

Crises negatively affect the economy of a country, increasing financial risk, as they affect work activities and the well-being of the population. This study aimed to examine the mediating role of financial well-being in the relationship between personal well-being and financial threats. A predictive cross-sectional study was conducted. The variables analyzed were personal well-being, financial threats, and financial well-being. A total of 416 Peruvian adults from the three regions of Peru participated. The mean age was M = 35.36, SD = 8.84, with a range of 19–62 years. To represent the statistical mediation model, a structural equation model (SEM) was used. The analysis showed that the variables were significantly related (p < 0.001). The theoretical model indicated a perfect mediation, also obtaining a good fit, χ2(168) = 394.3, CFI = 0.931, RMSEA = 0.057, SRMR = 0.062. The study showed that personal well-being serves as a basis for promoting financial well-being and this contributes to the reduction of financial threats

Development and validation of a scale for streaming dependence (SDS) of online games in a Peruvian population

"Background: Addiction to online video game streaming has become one of the most appealing ways to occupy leisure time and is one of the most popular activities. The satisfaction it provides and the time invested in it are two of the main reasons why it is preferred. However, despite the clear benefits that this activity offers, in some cases, excessive use can lead to personal and/or family problems or abuse. Objective: The objective of the study was to develop and validate a scale to measure potential traits of dependence on online game streaming. The participants were 423 Peruvian adults aged between 18 and 47 years (M = 22.87, SD = 5.02). The Streaming Dependence Scale (SDS) was developed based on a literature review, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted. Results: The scale showed adequate internal consistency (α, CR, ω, and H > 80). Confirmatory analysis confirmed the one-dimensional structure (χ2 = 10.250, df = 5; p = 0.068; CFI = 0.98, TLI = 0.96, RMSEA = 0.06, SRMR = 0.05). Conclusion: The brief SDS is a valid and reliable measure that can be used as a useful tool to identify and evaluate streaming dependence.

Psychometric properties and invariance of an English self-efficacy scale for university students in Peru

"Background: English is a global language used to communicate with members of the international community. Self-efficacy in learning English is an important factor that is influenced by perceived importance, interest, and beliefs about the ability to successfully perform tasks in English. Objective: The aim is to develop and validate a measurement instrument to assess English self-efficacy. Methods: A total of 453 students from different Peruvian universities participated, with ages ranging from 18 to 60 years (M = 23; SD = 6.18). Statistical techniques for latent variables were used and recommendations for educational and psychological tests were followed in its construction. The sample was divided into two groups to perform exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results: The English Self-Efficacy Scale (ESS-P) is representative and relevant in terms of its item content (Aiken’s V > 0.70). Its internal structure is organized into three first order factors and a second order factor that are consistent with the theoretical proposal and was confirmed through CFA with excellent goodnessof-fit indices (χ2  = 1184.9, gl = 626, CFI = 0.92, TLI = 0.92, RMSEA = 0.06 y SRMR = 0.04). It also has adequate internal consistency in its three factors (Reading α/ω = 0.96), Oral Communication (α/ω = 0.95), and Writing (α/ω = 0.97) and the whole scale (α/ω = 0.98), is invariant with respect to sex, and has a conceptual relationship with variables such as academic self-efficacy and exam anxiety. Conclusion: The ESS-P is a measurement instrument with evidence of validity, factorial invariance, and good reliability of its scores. Therefore, it can be used in future studies in the academic contex