A cross-national study of work engagement as a mediator between job resources and proactive behaviour

This study investigates the mediating role of work engagement (i.e, vigor and dedication) among job resources (i.e., job control, feedback and variety) and proactive behavior at work. This mediating role was investigated, using Structural Equation Modeling in two independent samples from Spain (n= 386 technology employees) and The Netherlands (n= 338 telecom managers). Results in both samples confirmed that work engagement fully mediates the impact of job resources on proactive behavior. Subsequent multi-group analyses revealed that the strengths of the structural paths of the mediation model were invariant across both national samples, underscoring the cross-national validity of the mode

Нормативные предпосылки чтения текста другого

Констатируется дефицит нормативности в современных историко-философских исследованиях, осмысляются его истоки и намечаются пути преодоления. На основе кантовской "дисциплины чистого разума" формулируются деонтологические принципы работы с философскими текстами.Констатується дефіцит нормативності в сучасних історико-філософських дослідженнях, осмислюються його витоки і намічаються шляхи подолання. На основі кантівської "дисципліни чистого розуму" формулюються деонтологічні принципи роботи з філософськими текстами.In the present article the deficit of normative in modern historical and philosophical research is established, its roots are comprehended and ways of overcoming are outlined. On the basis of "Discipline of refined mind" of Kant deontological principles of work with philosophical texts are formed

About gain cycles and spirals of efficacy beliefs, positive affect and activity engagement

Taking Bandura's Social Cognitive Theory as our starting point, we tested how efficacy beliefs (self-efficacy and perceived collective efficacy) reciprocally influence activity engagement (vigor, dedication, and absorption) indirectly through their impact on positive affect (enthusiasm, satisfaction, and comfort) over time. We conducted two longitudinal studies using independent samples. Study 1 is a two-wave longitudinal field study that examines gain cycles regarding the dynamic relationships among self-efficacy, positive affect, and work engagement in 274 secondary school teachers. Study 2 is a three-wave longitudinal laboratory study about gain spirals in the dynamic relationships among collective efficacy beliefs, positive affect, and task engagement in 100 university students working in groups. Our findings show that: (1) efficacy beliefs reciprocally influence activity engagement indirectly through their impact on positive affect over time; (2) enthusiasm is the positive affect with the strongest effect on activity engagement; and (3) a gain spiral exists whereby efficacy beliefs increase over time due to engagement and positive affect (most notably enthusiasm). Finally, we discuss the theoretical and practical implications in terms of Social Cognitive Theo

The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students

This brief report examines the within–network construct validity of the UWES–9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES–9S showed satisfactory internal consistency. The results of multiple–group confirmatory factor analysis supported gender invariance. Overall, the UWES–9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students

Good Relationships, Good Performance: The Mediating Role of Psychological Capital – A Three-Wave Study Among Students

Academic Psychological Capital, or PsyCap, – a set of positive psychological resources encompassing hope, efficacy, resilience, and optimism – has begun to gain attention in academia, showing positive relationships with desirable academic outcomes. However, studies in the field have paid limited attention to the social factors that may increase PsyCap and therefore may lead to positive outcomes. In the present study, we examine whether academic PsyCap mediates between teacher-student relationships and academic performance as assessed by student’s GPA, using a three-wave longitudinal design. Through structural equation modeling, as expected, a statistically significant indirect effect was found between teacher-student relationships and academic performance via academic PsyCap. Theoretical and practical implications of the results are discussed; strengths and weaknesses are mentioned; and future research directions are proposed

The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students

This brief report examines the within–network construct validity of the UWES–9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES–9S showed satisfactory internal consistency. The results of multiple–group confirmatory factor analysis supported gender invariance. Overall, the UWES–9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students

The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysis

This is a pre-print of an article published in Current Psychology. The final authenticated version is available online at: https://doi.org/10.1007/s12144-020-00898-8This longitudinal study examines how academic psychological capital mediates between parent–child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 12 and 17 years. Using a three–wave design, as hypothesized, a significant indirect effect was found between (good) parent–child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high–quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions

Effect of Self-reported Height on Occupational Rank Among Police Officers:Especially for Women it Pays to be Tall

This study among 725 male and 247 female police officers from The Netherlands examined the association between self-reported height and occupational rank from the perspective of sexual selection. Male and female police officers were taller than the average population. A larger percentage of women than of men was found in the lowest ranks, but in the leadership positions, there was a similar percentage of women as of men. Overall, but especially among women, height was linearly associated with occupational rank: the taller one was, the higher one's rank. These effects were independent of educational level and age. The implications for evolutionary theorizing from the perspective of sexual selection on the effect of tallness on status and dominance among women are discussed