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Abstract Background This study aimed to explore the role of psychological detachment from work in the relationship of boundary violations and flourishing, as well as gender differences among university teachers during mandatory telework. We developed and tested a moderate mediation model where psychological detachment was the explanatory mechanism of the relationship between boundary violations with flourishing and using gender as the moderating variable. Methods A cross-sectional study was conducted with a sample of 921 Brazilian university teachers (mean age 44 years, 681 women and 240 men) during mandatory telework. Multigroup analysis and moderate mediation were performed using Mplus 7.2. Results Psychological detachment mediated the relationship between boundary violations (in both directions) and flourishing and work-to-family violations were more harmful to women’ recovery instead family-to-work violations were more harmful to men’ recovery, among university teachers during mandatory telework. Conclusion By focusing on boundary violations in the context of mandatory telework, the study sheds light on the impact of blurred boundaries between work and personal life. This contributes both literature on work-life balance and literature recovery. Moreover, it helps to understand a crisis setting of remote work. Further, the study’s findings regarding gender differences highlight how men and women may experience and cope with boundary violations differently during mandatory telework, supporting future specific interventions across genders.

ObjectiveTo know the incidence of aggressions in Primary Care, and to determine the psychological symptoms that may accompany these experiences. A transversal study was carried out in North-Eastern Spain, in 2022.Methods207 participants (60.9% women, mean age 48.8 years), primary care professionals (nurses and doctors), responded to Questionnaire of Sociodemographic and Occupational variables, List of Aggressions, General Health Questionnaire, Posttraumatic Stress Disorder Checklist, and Maslach Burnout Inventory.Results57.49% had suffered aggressions in the last year (44.4% threats, 55.1% insults and 18.4% physical aggressions). They showed more psychological symptoms than those who had not been assaulted: re-experiencing, avoidance, distancing, emotional or cognitive disturbances and hypervigilance, as well as to emotional exhaustion, depersonalization and low personal realization. Although no statistically significant differences were found in terms of the number of victims with respect to gender, men showed more symptoms of trauma.ConclusionThe data show the increase of violent episodes in Primary Care. Although the attacks perpetrated in this sector do not usually present the magnitude required for the diagnosis of post-traumatic stress, many of its symptoms were manifested in those who had suffered violence. Likewise, a relationship was found between aggression and burnout. The need to have post-incident protocols is evident, raising awareness among professionals about the importance of reporting episodes, as well as designing and implementing prevention plans. The damage generated by these behaviors does not only affect nurses and doctors, but, indirectly, all users of the health system.

Informed by Social Exchange Theory, this study has developed a mediation model that explains the role of I-deals in the relationship between perceived supervisor support and employees’ discretionary behaviors (i.e., voice and silence). Using a sample of 140 Chile employees, results from our structural equation modeling, indicated that the relationship between supervisor support and employees’ voice (positive) and silence (negative) was mediated by task I-deals. However, we found that the relationship between supervisor support and employees’ voice (negative) was mediated by task I-incentive while this type of I-deals did not mediate the relationship between supervisor support and employees’ silence. This research expands the I-deals literature by focusing on the provision of I-deals to their subordinates and by analyzing the outcomes of incentive I-deals and task I-deals to employees’ discretionary behaviors. Supervisors and HR departments might utilize task I-deals to help facilitate desirable employee outcomes, namely more voice and less silence.

The present study aims to understand the influence of time spent in higher education on academic burnout and engagement, exploring the mediating role of psychological capital (PsyCap). To this end, a data analysis was conducted on a sample of 4242 Portuguese undergraduate students. The results support a significant and negative relationship between time spent in higher education and PsyCap, a significant negative relationship between PsyCap and academic burnout, and a significant positive relationship between PsyCap and academic engagement. Additionally, a mediating effect of PsyCap was observed between time spent in higher education and academic burnout and engagement, to the extent that more time spent in higher education was associated with lower PsyCap, which, in turn, was related to higher burnout and lower academic engagement. However, this mediation was only fully evident in the relationship with burnout. These findings contribute to a better understanding of well-being in the university context, specifically in terms of how PsyCap changes over the time spent in higher education and its potential impact on student well-being. Limitations, suggestions for future studies, and implications derived from the results are also discussed.

In this study, a quantitative diary design was used to examine within-person relationships among daily negative events, emotional intelligence facets, and levels of academic exhaustion and engagement. The research was conducted with a sample of 63 Portuguese health science students (48 females and Mage = 22.3 years) from medicine (n = 33) and psychology (n = 30) degrees who completed a daily survey for 2 weeks (550 diary entries). The results showed a positive association between daily negative events and exhaustion, whereas daily negative events were not associated with academic engagement. Furthermore, the use of emotions emerged as a key emotional intelligence facet associated with reduced exhaustion and enhanced engagement over and above negative events. Taken together, these data highlight the use of emotions as a salient emotional intelligence facet in the context of daily academic exhaustion and engagement. Although preliminary, these findings have the potential to inform emotional intelligence facets that could be improved through training intervention as a means to enhance positive functioning within the higher education environment.