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Purpose: The purpose of this study is to investigate the relationship between work-life balance and the mental health of Indian managers and to explore the moderating role of emotional intelligence (EI) and gender. Design/methodology/approach: Work-life balance scale (Hayman 2005), Mental Health Inventory (Viet and Ware, 1983) and EI scale (Wong and Law, 2002) were administered to 202 (102 males and 100 females) Indian managers. Based on the Conservation of Resource theory, a theoretical model has been designed and hypotheses were tested by descriptive, correlation and moderation analysis. Findings: The results of this study indicated that work-life balance is positively correlated with psychological well-being and mental health, while negatively correlated with the psychological distress of managers. EI has emerged as a potential moderator that positively influences the relationship between work-life balance and the mental health of managers. At the same time, gender did not show any moderating effect. Research limitations/implications: This research has theoretical, practical as well as social implications. Practical implications: This study is aligned with SDG 3 and SDG 5 of the UN Sustainable Development Goals 2023. This paper provides valuable inputs in promoting mental health at the workplace and formulating gender-neutral work-life balance policies and programs in Indian organizations. Social implications: This study is aligned with SDG 3 (Health and well-being) and SDG 5 (Gender equality) of the UN Sustainable Development Goals 2023. Originality/value: This study is an empirical research paper backed by a sound theoretical framework, which addresses the work-life balance and mental health issues of managers and highlights the positive role of EI in managing their personal and professional lives in a low gender-egalitarian Indian work–family culture. [ABSTRACT FROM AUTHOR]

It is acknowledged that there are close relations among students' subjective well-being, school bullying, and belonging. However, it is a dearth of exploring students' subjective well-being, school bullying, and belonging during the COVID-19 pandemic using a large-scale data with comparative perspectives. Thus, this study used Program for International Student Assessment (PISA) 2018 and 2022 data to explore the factors that influenced students' subjective well-being (SWB) in six countries and regions (the United Arab Emirates, Ireland, Panama, Mexico, Spain, and Hong Kong, China) and examine changes in these factors from 2018 to 2022. 153,052 students were assessed in 2018 and 2022, of which 78,257 were assessed in 2018 and 74,795 were assessed in 2022. The results showed that students' SWB was significantly lower in 2022 than in 2018. Individual factors had the greatest influence on students' SWB, and this influence increased from 2018 to 2022. The influence of family factors also increased during this period, whereas the influence of school factors decreased. The factor that was most closely related to SWB changed from parent-child relationships (2018) to students' health level (2022), which significantly predicted students' SWB. School bullying had a significant negative impact on students' SWB, and the need to repeat the grade had a weak negative impact on SWB. In addition, school belonging played a mediating role in the relationship between bullying and students' SWB, and the influence of students' family economic status on their SWB was moderated by students' peer relationships, teacher-student relationships, and parent-child relationships. This study also contributes to timely and effective educational and psychological interventions and implications for students' subjective well-being, school bullying, and belonging under similar public health emergencies globally. [ABSTRACT FROM AUTHOR]

This study investigates the readiness for online education of the active employees of the Independent Authority for Public Revenue (IAPR) of the Hellenic Republic and its relationship with their level of emotional intelligence. The aim of the present work is to provide usable data to the designers of online programmes as well as to the trainers, and contribute to the planning and organisation of effective online training programmes. The Online Learning Readiness Scale (OLRS) and the Trait Emotional Intelligence Questionnaire—Short Form (TEIQue-SF) were adapted and used in this study. The statistical analysis of the results revealed that the largest percentage of the IAPR's employees are ready for distance learning with the use of online learning tools. Furthermore, the employees' level of emotional intelligence is an important factor that influences their readiness and should be considered in the design of the distance learning programmes. [ABSTRACT FROM AUTHOR]

Examining various dimensions of teachers’ social capital is considered a new topic; as is the idea of the school as a small unit of society. This paper follows an approach to measuring social capital from the perspective of surveying the components of social capital among foreign language teachers. To this end, Structural Equation Modeling (SEM) approach was adopted. It was assumed that teachers, to expand and consolidate their social capital, need to learn from the structure of professionalparticipatory development, and intellectual, research, and emotional support of each other in the context of schools. To collect data, a total of 143 foreign language teachers working in the Education department were selected. The tools were tested and confirmed in terms of validity (convergent and divergent) and reliability (Delwin-Goldstein & Cronbach's alpha). We used SmartPLS (V.4) and SPSS software to test the goodness of fit of the proposed structural model and the research hypotheses. Looking at the pattern output and path coefficients, it is estimated that participatory professional development and professional reflection have a direct role in building the social capital of language teachers, while expandable agency has a mediating role. Based on the results and in line with parallel studies, it is suggested that teachers' participation in developmental and collaborative activities (such as team training, joint research action, and visiting other classes and schools), along with an atmosphere of (knowledge, research and emotional) support should be included in the teacher training curriculum. [ABSTRACT FROM AUTHOR]

Objective: Automatic negative thoughts have an important role in development of a persistent negative cognitive bias, which may ultimately result in suicidal ideation. The primary objective of the present study was to examine the relationship between automatic negative thoughts and experiential avoidance in relation to psychological distress. Method: The study sample comprised 441 individuals who had attempted suicide. Participants underwent interviews utilizing standardized questionnaires including Automatic Thoughts Questionnaire, Kessler Psychological Distress Scale, Acceptance and Action Questionnaire--II, and Cognitive Emotion Regulation Questionnaire along with its nine subscales. After internal relationships assessment among the research variables, outlier detection was done using the boxplot analysis and standard deviation distance metrics. To analyze the direct and indirect associations between the input and output variables, Structural Equation Modeling (SEM) was employed. In addition, SPSS-28 and Amos 29 software were used to analyzed the data. Results: The final model showed that automatic negative thoughts were significantly inversely associated with adaptive cognitive emotion regulation (β = -0.42, P ≤ 0.01) and significantly positively related to both maladaptive cognitive emotion regulation (β = 0.49, P ≤ 0.01) and psychological distress (β = 0.53, P < 0.01). Additionally, experiential avoidance showed a significant positive relationship with maladaptive cognitive emotion regulation (β = 0.22, P < 0.01). Conclusion: This research demonstrated that automatic negative thoughts could worsen psychological distress through the regulation of cognitive emotion in those who had a history of suicide. By the clinical management of automatic negative thoughts and shifting individuals' cognitive emotion regulation toward adaptive strategies, there is potential for a substantial reduction in suicidal ideation and attempts which can be evaluated in future clinical trials. [ABSTRACT FROM AUTHOR]