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The current study investigates the moderating effect of employee growth climate on the relationship between work engagement and job outcomes among plantation workers in North Sumatra, Indonesia. Three individual-level job outcomes are investigated, namely, intra-role behavior, employee learning, and innovative work behavior. Six hundred and seven Indonesian plantation workers from one of the biggest palm oil plantations in Indonesia participated. Work engagement and employee growth climate were positively related to the three types of job outcomes, as expected. Furthermore, the relationship between work engagement-intra-role behavior and work engagement-innovative work behavior was moderated by employee growth climate. However, no moderating effect of employee growth climate was observed for the relationship between work engagement-employee learning. Thus, organizations may create programs to foster employee growth climate and aware of their employees' learning behaviors. ispartof: FRONTIERS IN PSYCHOLOGY vol:13 ispartof: location:Switzerland status: published

In the study of women in academia, the focus is often particularly on women’s stark underrepresentation in the math-intensive fields of natural sciences, technology, and economics (NTE). In the non-math-intensive of fields life, social and behavioral (LSB) sciences, gender issues are seemingly less at stake because, on average, women are well-represented. However, in the current study, we demonstrate that equal gender representation in LSB disciplines does not guarantee women’s equal opportunity to advance to full professorship—to the contrary. With a cross-sectional survey amongN = 2,109 academics at mid-level careers (i.e., assistant and associate professors) in the Netherlands, we test the hypothesis that in LSB (more than NTE), female academics perceive to hit a “thicker” glass ceiling—that is, they see a sharper contrast between the high representation of women at the lower compared to the top levels. We test whether this predicts female academics’ lower estimated chances to reach full professorship relative to men in LSB (but not NTE). We introduce a novel perceived glass ceiling index (GCI), calculated based on academics’ perceptions of the share of women and men in their direct work environment minus their perceptions of gender ratio among full professors in their field. Results confirm that the perceived glass ceiling is thicker in the non-math-intensive LSB compared to math-intensive NTE fields. Furthermore, only in LSB (but not NTE), women perceived a thicker glass ceiling than men. Moreover, only among female academics, the thicker the perceived glass ceiling, the lower their estimated chances to become full professor 1 day. Combined, a moderated mediation showed that for women only, a thicker perceived glass ceiling in LSB compared to NTE disciplines predicted their lower estimated chances to advance to full professor level. No such mediation occurred for men. We conclude that women’s higher numerical representation in LSB disciplines does not negate a male-dominant normative standard about academic leadership and success. Paradoxically, the perceived odds for female academics to reach the top of their field are lower in fields where they are relatively highly represented, and this may pose unique barriers to women’s perceived opportunities for career success.

This paper introduces the notion of engaging leadership and reviews the empirical work done so far. Engaging leadership is defined as leadership behavior that facilitates, strengthens, connects and inspires employees in order to increase their work engagement. It can be measured with a reliable and valid self-report scale. As predicted by Self-Determination Theory, on which the concept of engaging leadership is based, basic need satisfaction mediates the relationship between engaging leadership and work engagement. This is true both for individual employees as well as the team level. In addition, job characteristics (job demands and job resources) seem to play a similar mediating role, just as personal resources. Furthermore, research shows that engaging leadership has a beneficial effect on individual and team performance which illustrates its relevance for organizations. Future research should focus, amongst others, on the opposite of engaging leadership (i.e., disengaging leadership) and interventions to foster engaging leadership. Moreover, alternative affective, cognitive and behavioral pathways should be explored that might play a role in addition to the motivational (through need fulfillment) and material (through job characteristics) pathways that have been investigated so far. ispartof: FRONTIERS IN PSYCHOLOGY vol:12 ispartof: location:Switzerland status: published

The current study aimed to validate the Japanese version of the Burnout Assessment Tool (BAT-J), a new burnout measure. We conducted an Internet survey to confirm the validity and reliability of the BAT-J, using registered monitors from a Japanese survey company. The first-wave survey was conducted in May 2018, with 1,032 monitors. Of these, 498 participated in the second-wave survey in June 2018 to confirm 1-month test-retest reliability. We examined the factorial validity of the BAT-J core symptoms (BAT-JC) and BAT-J secondary symptoms (BAT-JS), as well as their reliability (internal consistency and test-retest reliability) and construct validity. Factorial validity was examined using confirmatory factor analyses and exploratory structural equation modeling bifactor analyses. Convergent and discriminant validity were examined using multitrait-multimethod frameworks well as the average variance explained. Exploratory structural equation modeling bifactor solutions for the BAT-JC, BAT-JS, and BAT-J demonstrated the best fit to the data. They also indicated that the general factor accounted for over two-thirds of the common variance explained. Internal consistency and test-retest reliability were confirmed. Convergent and internal discriminant validity of the BAT-JC were confirmed vis-ȧ-vis burnout, as assessed with the Maslach Burnout Inventory - General Survey. Moreover, external discriminant validity of the BAT-J was demonstrated for work engagement and workaholism. Finally, both BAT scales showed significant positive relationships with job demands and turnover intention. All validity results were in line with the job demands-resources model. The results of the current study provide the first evidence for the BAT-J's reliability and factorial and construct validity. ispartof: FRONTIERS IN PSYCHOLOGY vol:11 ispartof: location:Switzerland status: published

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. ispartof: FRONTIERS IN PSYCHOLOGY vol:10 ispartof: location:Switzerland status: published

The present study is designed to test the effectiveness of two positive psychological micro-interventions (“use your resources” and “count your blessings”) aimed at improving the combination of work and family roles. Based on the Transactional Model of Stress (TMS), the Conservation of Resources (COR) Theory and the Work-Home Resources (WH-R) Model, it was expected that the interventions would result in a more positive cognitive appraisal of combining both roles as well as in less work-to-family and family-to-work conflict and more work-to-family and family-to-work enrichment. The hypotheses were tested in a field experiment with three conditions and three measurement waves. In total, 218 working mothers participated in the study. The “use your resources” intervention appeared effective in sorting positive effects on the work–family outcome variables. Participating in the “count your blessing” micro-intervention did not result in a better (appraisal of the) combination of work and family roles. Moreover, for generating positive effects it was important that the participants performed the exercises on a regular basis: the more days women performed the exercise, the stronger the effects. The implications of our findings for future interventions to improve work–family role combining are discussed.

Different forms of dyadic coping are associated with positive outcomes in partner relationships, yet little is known about dyadic coping in parent-child relationships. The current research explored the association between parent-child dyadic coping and children’s quality of life in 12–18-year old children with a chronic disease (i.e., cystic fibrosis, autoimmune diseases, and children post-cancer treatment). In a sample of 105 parent-child dyads, self-reported forms of dyadic coping (i.e., stress communication, problem-oriented, emotion-oriented, and negative dyadic coping) and children’s quality of life were assessed. Children reported more stress communication and negative dyadic coping than their parents, while parents reported more problem-oriented dyadic coping and emotion-oriented dyadic coping than their children. More stress communication of the child was associated with more emotion-oriented dyadic coping and less negative dyadic coping of the parent. More negative dyadic coping of the child was associated with less stress communication, problem-oriented dyadic coping and emotion-oriented dyadic coping of the parent. Additionally, both children’s and parents’ negative dyadic coping were associated with lower self-reported pediatric quality of life and parents’ emotion-oriented dyadic coping was associated with higher pediatric quality of life. These findings emphasize that children and their parents mutually influence each other and that dyadic coping is associated with children’s quality of life. Theoretical and practical implications are discussed.

Masculine work contexts form an important source of social identity threat for working women. But what aspect of masculine work contexts is most threatening to women’s gender identity at work: A numerical majority of male colleagues (i.e., numerical male dominance), working in a profession in which women are negatively stereotyped (i.e., normative male dominance), or the combination? The current study aimed to disentangle these two aspects of masculine work contexts by testing its combined impact on the experience of gender identity threat among women and men who work in the STEM sector (i.e., Science, Technology, Engineering and Mathematics). A field study was conducted among women (N = 177) and men (N = 630) graduates holding an academic degree in a STEM educational program. Respondents either worked in- or outside the STEM sector (i.e., stronger vs. weaker gender stereotype) and estimated the ratio of men to women in their direct work environment. Results from a Structural Equation Model demonstrated that women in STEM face double trouble: The combination of working almost solely with male colleagues (being outnumbered) and working in the technical sector (where women are negatively stereotyped) predicted the highest levels of experienced gender identity threat, particularly among women who highly identified with their gender group. Gender identity threat, in turn, negatively predicted women’s work engagement and career confidence. Men did not face double trouble: Their experience of gender identity threat was not related to working in a masculine STEM sector. Importantly, considering that the women in this sample already hold a degree in STEM, and have proven their competence in STEM and resilience to gender stereotypes, this research reveals how in naturalistic work settings, prevailing social identity threats continue to affect women’s professional careers.