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Abstract Background Digital interventions (DIs) have emerged as promising tools for promoting mental health in the workplace. However, evidence on if, how, and under what circumstances they affect positive outcomes requires elucidation. This systematic realist review aimed to synthesize current knowledge on contexts, mechanisms, and outcomes of workplace DIs to enhance mental health at work. Methods The review integrates elements of both systematic and realist review methodologies. Forty-four workplace mental health DIs studies were gathered through a systematic electronic search using PsycNet, Scopus, Web of Science, and PubPsych. Results Results showed that demographics, previous mental health, and personal skills were the main individual context factors influencing the success of DIs. Key mechanisms were DIs usage, frequency, adherence, and relevance of content triggering positive perceptual shifts. Results showed improvements in psychological resources, wellbeing, and affect. Reduced ill-health symptoms were also evidenced. Five propositions were developed on the contexts and mechanisms under which digital interventions yield positive outcomes for mental health at work. Conclusions This study highlights several areas where future research can expand our understanding of DIs in the workplace by examining interactions between mechanisms and cultural aspects influencing implementation.

This study investigates compassion’s role in healthcare, examining its relationship between job demands, job social resources, and well-being outcomes (engagement and burnout) across organizational levels. Data from 714 healthcare professionals in 35 Spanish hospital teams were collected using the Brief Compassion Scale and HERO questionnaire. Hierarchical linear modeling showed team-level job social resources positively associated with individual-level compassion (β = .65, p< .01). Compassion positively associated with engagement (β = .88, p< .001) and negatively with burnout (β = -.89, p< .001). Individual-level job demands negatively affected compassion (β = -.60, p< .001). These findings highlight compassion's role in improving engagement and mitigating burnout across organizational levels. The results emphasize the importance of fostering compassion and enhancing team job social resources to improve healthcare professionals’ well-being, offering valuable insights for understanding workforce dynamics in healthcare organizations.

IntroductionGender difference management is one of the most challenging dimensions organizations must cope with to adapt to VUCA (Volatile, Uncertain, Complex and Ambiguous) environments. The aim of this study is to identify the main drivers (i.e., most influential job resources, job demands, and organizational practices) of healthy employees and organizational outcomes assessing the differences between men and women, based on the HERO (HEalthy and Resilient Organization) Model.MethodsData were collected through the HERO-CHECK Questionnaire: job demands (e.g., quantitative overload), job (e.g., team coordination) and personal resources (e.g., emotional competence), healthy organizational practices (e.g., work-family balance practices), healthy employees (e.g., work engagement) and healthy organizational outcomes (e.g., in-role performance). The sample consisted of 2,128 professionals (70% female) from 8 organizations. Gender-based multigroup SEM was performed using R 4.1.2.ResultsResults of the multigroup SEM analysis show a good fit of the HERO model and support the existence of configural invariance among gender groups. This research shows that women perceive more resources to cope with demands, in consequence, they perceive more well-being and better job performance. Regardless of gender, coordination, horizontal trust, vertical trust, and emotional competence stand as relevant resources for achieving healthy employees and healthy organizational outcomes. However, there are gender-specific predictors of healthy employees and healthy organizational outcomes, depending on gender.DiscussionBased on these results, gender-related recommendations for promoting specific resources (e.g., autonomy in women) and preventing specific demands (e.g., mobbing in men) may be suggested in organizational contexts.

The Life Engagement Test (LET) consists of a fast instrument to measure the extent to which individuals identify and participate in valued activities and, therefore, engage in life. It is also a fundamental component of psychological well-being. This study aims to validate the Spanish version of the Life Engagement Test (LET-ES). First, the LET was translated using back-translation methodology, after which a pilot study was tested on 41 individuals. Then, the final version of the LET-ES was administered to a convenience sample of 436 Spanish participants (67,7 % female; 59,6 % aged 18 to 35 years old) to assess its reliability and validity. A subset of 138 participants (70,5 % female, 59,7 % aged 18 to 35 years old) completed a retest. Confirmatory factor analysis, reliability analysis (Cronbach's alpha, McDonald's omega), test-retest reliability (intraclass correlation coefficient), measurement invariance across gender and age, as well as convergent validity analyses were conducted. Results confirmed the one-factor structure of the LET-ES. Cronbach's alpha, McDonald's omega, and test-retest analysis yielded satisfactory reliability of the scale. Measurement invariance was established for gender, but not for age. Finally, convergent validity was supported by significant and positive correlations between the LET-ES scores and psychological well-being variables (i.e., purpose in life, satisfaction with life), and significant negative correlations between the LET-ES and psychological discomfort variables (i.e. stress, anxiety, depression). In conclusion, the Spanish version of the LET is a valid and reliable measure to assess life engagement among the Spanish population.

IntroductionThis work is a dual study employing a cross-sectional approach and a diary method to investigate how physical exercise can become a habit. Guided by the Upward Spiral Theory of Lifestyle Change, we examined the role of prioritizing positivity and engaging in physical exercise with others as advantageous resources and their impact on the relational loop of physical exercise behavior, emotions, and engagement.MethodsThe first study involved a sample of 553 participants, and the second study included 146 participants, all of whom were employed and regularly engaged in physical exercise. We utilized structural equation modeling and multilevel analysis for the respective studies.ResultsThe results of the first study indicate that individuals exercise more when they experience higher levels of engagement and positive emotions, particularly when exercising with others and prioritizing positivity. The findings of the second study reveal that prioritizing positivity acts as a precursor to positive emotions during physical exercise, which in turn reinforces the relational loop between emotions and exercise behavior.DiscussionBoth studies conclude that individuals who prioritize positivity experience better psychological wellbeing and higher engagement in physical exercise.

IntroductionThe present study analysed the mediating role of interactional justice and horizontal trust between transformational leadership and organisational outcomes (i.e., job performance and service quality) at the work team level and the cross-level relationship of team horizontal trust with job performance at the individual level, controlling for work engagement based on the HERO Model.MethodsThrough structural equations and hierarchical linear models, the proposed hypotheses were addressed. The sample corresponds to 1,638 workers grouped into 109 work teams belonging to 28 hospitals in Spain.ResultsFirst, Structural Equation Modelling analysis revealed that, as expected, at the team level, interactional justice and horizontal trust mediate positive and significantly the relationship between transformational leadership and organisational outcomes (i.e., job performance and service quality). Secondly, the results of the Linear Hierarchical Models showed a positive relationship between work engagement and individual level performance. Finally, the multilevel analysis revealed that horizontal trust at the team level is positively related to work engagement at individual level; however, there is no cross-level relationship between horizontal trust at the team level and individual performance controlled by work engagement.DiscussionHorizontal trust, at the team level, is positioned as a mediating variable between resources and organisational outcomes. Furthermore, it proves to be a key cross-level element for generating work engagement and job performance. The theoretical and practical implications of the study based on the HERO Model are discussed.

This article presents a theory-driven model in which teacher-student relationships and academic performance are indirectly related through study-related positive emotions and academic psychological capital. A sample of 1,054 Chilean high school students (50.4% females) aged 12–17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modeling, the direct and indirect effects of the proposed model were calculated. The results show that study-related positive emotions and academic psychological capital mediate between the teacher-student relationship and academic performance. These results have significant implications for improving teaching competencies through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.

IntroductionIn a post-pandemic environment, characterized by volatility and uncertainty, organizations need to adapt to it for their survival.MethodsFollowing a systematic review method, the aim of this study is to assess the relationship between talent management practices, employee engagement, and turnover intention. Carried out using PRISMA guidelines, this systematic review includes 43 studies.ResultsResults showed a lack of consensus on the talent management concept, definition, and measurement. Also, talent management practices seem to increase employee engagement and decrease turnover intentions. That is, when organizations provide effective talent management practices to employees, they become more engaged and less likely to abandon the company. It is important to highlight the mediating role of engagement in the relation between talent management and turnover intention. Furthermore, the most studied talent management practices for promoting engagement and reducing turnover intention were identified. Regarding control variables, data highlighted the importance of age and organizational tenure in the aforementioned relationships.DiscussionThis review draws attention to the need of designing and implementing talent management practices in an effective way in order to generate a healthy and engaged workforce that is willing to remain in an organization.

The aim of this study is to analyze the relationship between self-care activities (mindfulness and physical exercise) and the use of personal and work resources and their relationship with well-being. The sample consisted of 294 workers recruited from 20 organizations from different socioeconomic sectors in Spain. Results showed that mindfulness is positively related to well-being through the mediating role of work resources and personal resources. However, whereas personal resources showed a full mediating role in the hypothesized model, work resources did not show a significant relationship with mindfulness. Finally, results showed positive and significant relationships between the mindfulness x physical exercise interaction and all the dependent variables, and also the interaction between physical exercise and mindfulness had a significant effect on each of these three dependent variables.

IntroductionResearch in the field of work and organizational psychology increasingly highlights the role of meaningful work as a protector of well-being at work. This study tests the role of strengths knowledge and use as new pathways through which meaningful work may have a positive effect on work engagement and mental health.MethodsStudy 1 and Study 2 report the validation of the Spanish Strengths Use and Knowledge Scales respectively, with samples of N = 617 (Study 1) and N = 365 (Study 2) employees. Study 3 tests the mediating effects of strengths use and knowledge in a model with different work-related constructs in another sample of N = 798 employees.ResultsFindings from Studies 1 and 2 indicate that the instruments offer adequate evidence of reliability and validity. Results from Study 3 revealed that strengths knowledge is a mediator in the relationship between meaningful work and strengths use. Findings also confirmed the mediating roles of strengths use in the relationship between meaningful work and work engagement, and between meaningful work and mental health.DiscussionThis study highlights the ability to be aware of and apply signature strengths as effective and novel pathways to foster well-being at work through the cultivation of meaningful work.

In service work, emotional demands are important due to their effects on social interactions with customers, patients, pupils, etc. The purpose of this study is to examine how emotional demands and leadership are related to engagement of the team members. The sample consists of 1,079 employees nested in 124 work teams from four Spanish public organizations. Multilevel analyses showed: 1) a positive effect of emotional demands on work engagement, 2) a cross-level effect of leadership on work engagement, and 3) a cross-level moderation effect of leadership on the relationship between emotional demands and work engagement. Results suggest that shared perceptions of leadership by teams affect their work engagement levels directly and through an interaction effect on the emotional demands-engagement relationship. When employees feel emotionally overloaded, their leaders can relieve this negative impact on their levels of work engagement. Practical and theoretical implications are presented.

The purpose of this study is to analyze the mediating role of work engagement in the relationship between resources and performance, and the invariance of the HEalthy & Resilient Organizations model (HERO) depending on physical exercise. Moreover, the study examines whether there are differences in the perception of these variables based on workout and gender. The sample consisted of 319 employees (156 sedentary and 163 non-sedentary employees). The results show that engagement mediates between resources and performance in both groups, which demonstrates the invariance of the model. Additionally, the findings revealed that, generally speaking, non-sedentary people are more empathetic and more absorbed in their job tasks and, specifically, that non-sedentary men are more empathetic and more vigorous at work than sedentary men. No differences were found between sedentary and non-sedentary women. Finally, regarding gender differences in variables, women are more empathetic and have better performance than men.

Two different mindfulness-based interventions were deployed in a sample of white-collar workers to explore the differential effects on different facets of mindfulness, dimensions of psychological wellbeing, work engagement, performance, and stress of a participant. A total of 28 participants completed one of the different programs, and their results were compared between groups and against 27 participants randomly allocated to a waiting list control group. Results suggest both mindfulness intervention programs were successful at increasing the levels of psychological wellbeing, work engagement, and performance of the participants, as well as decreasing their levels of stress. Significant differences were found between the two programs in all outcome variables. Results suggest that brief and customized mindfulness interventions at work are as successful as lengthier programs.

Este estudio examina cómo el éxito académico pasado se relaciona con el éxito académico futuro, a través de dos mecanismos psicológicos subyacentes, como son la resiliencia y la autoeficacia académica. La muestra se compone de 773 estudiantes de una Universidad española, que completaron cuestionarios de autoinforme sobre las variables psicológicas (i.e., resiliencia y autoeficacia) y además proporcionaron su consentimiento para acceder al expediente académico con sus notas tanto pre como post al pase de los cuestionarios. Los análisis de Ecuaciones Estructurales revelan que la relación entre éxito académico pasado y futuro está mediada de manera parcial por la resiliencia y la autoeficacia académica. Es decir, aunque el éxito académico pasado influye de manera significativa sobre el éxito académico en el futuro, la resiliencia y la autoeficacia también influyen al incremento del éxito académico. Según los resultados, se presentan las implicaciones teóricas y prácticas del estudio, así como sus limitaciones.

Positive Psychological Coaching is receiving increasing attention within the organizational field because of its potential benefits for employees’ development and well-being (Passmore and Oades, 2014). The main aim of this study was to test the impact of a Positive Psychological Micro-Coaching program on non-executive workers’ psychological capital, and analyze how goal-related self-efficacy predicts goal attainment during the coaching process. Following a control trial design, 60 non-executive employees (35 in the experimental group and 25 in the waiting-list control group) from an automotive industry company participated in a Positive Psychological Micro-Coaching program over a period of 5 weeks. The intervention was grounded in the strengths-based approach and focused on setting a specific goal for personal and professional growth. The program consisted of a group session, three individual coaching sessions, and individual inter-session monitoring. Pre, post, and 4-month follow up measurements were taken to assess the impact on the study variables. Our results reveal that psychological capital increased significantly at post and follow-up times compared to baseline levels. In addition, results confirmed that goal-related self-efficacy predicted goal attainment during the micro-coaching process. Practical implications suggest that short-term positive psychological coaching is a valuable method for developing personal resources, such as psychological capital and to facilitate the goal achievement in non-executive employees, in order to reach work-related goals.

Con base en un modelo teórico de bienestar en el que se especifica el Optimismo como antecedente de la Satisfacción con la Vida, se quiere analizar si la Felicidad en el Trabajo explica la relación entre esas variables. El modelo se contrasta con otros dos, uno en el que la relación es explicada por la Felicidad en la Vida y otro en el que el antecedente es el Optimismo en el Trabajo. La variable edad fue controlada. Los análisis se hicieron con 197 casos de empleados de ocho empresas de Medellín, Colombia. Se encontró que la Felicidad en la Vida es en un mediador total de la relación entre Optimismo y Satisfacción con la Vida, la Felicidad en el Trabajo es un mediador parcial de esa relación y total de la que se da entre Optimismo en el Trabajo y Satisfacción con la Vida. La Edad no moduló las relaciones entre las variables. Se discuten las implicaciones de este hallazgo para las organizaciones que quieren favorecer el bienestar de sus trabajadores y para los trabajadores.

In spite of the potential benefits that coaching-based leadership interventions can bring to organizations, basic questions remain about their impact on developing coaching skills and increasing psychological capital (PsyCap), work engagement and in- and extra-role performance. In a controlled trial study, 41 executives and middle managers (25 in the experimental group and 16 in the waiting-list control group) from an automotive sector company in Spain received pre-assessment feedback, a coaching-based leadership group workshop, and three individual executive coaching sessions over a period of 3 months. The intervention program used a strengths-based approach and the RE-GROW model, and it was conducted by executive coaching psychologists external to the organization. Participants (N = 41) and their supervisors (N = 41) and employees (N = 180) took part in a pre-post-follow up 360-degree assessment during the research period. Quantitative data were analyzed using Analyses of Variance (ANOVA) with a 2 × 2 design, paired-samples t-tests, and univariate analyses between groups. Results indicated that the intervention program was successful in increasing the participants’ coaching-based leadership skills, PsyCap, work engagement, and in- and extra-role performance. Qualitative measures were also applied, and results from individual responses provided additional support for the study hypotheses. Regarding practical implications, the results suggest that the Coaching-based Leadership Intervention Program can be valuable as an applied positive intervention to help leaders develop coaching skills and enhance well-being and optimal functioning in organizations.

This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic PsyCap (assessed at time 2) fully mediates the relationship between the satisfaction of basic psychological needs (assessed at time 1) and academic performance (assessed at time 3). This means that students whose basic psychological needs are satisfied at school experience more hope, efficacy, resilience, and optimism (PsyCap), which, in turn, leads to better academic performance. Both theoretical and practical implications of the results are addressed, as well as strengths and weaknesses and directions for future research.

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.

El objetivo de este trabajo es presentar los principales resultados obtenidos por el equipo de investigación WANT Prevención Psicosocial y Organizaciones Saludables sobre el Modelo HERO (HEalthy & Resilient Organizations) para conceptualizar, evaluar e intervenir en el desarrollo de personas, grupos y organizaciones positivas. En primer lugar, se presenta el modelo teórico, metodología y herramientas para la evaluación de HEROs. Estas herramientas se administran a nivel colectivo y se aplican a diferentes stakeholders o agentes clave en la organización: entrevistas a dirección, y cuestionarios dirigidos a empleados distribuidos en grupos naturales, supervisores, y clientes. En segundo lugar, se presentan los principales resultados obtenidos de la aplicación de la metodología HERO en diferentes contextos socioeconómicos. En la última parte del trabajo se muestran distintas opciones de intervenciones positivas, así como recientes experiencias de intervención HERO que se han llevado a cabo desde nuestro equipo bajo el paradigma de la Psicología Organizacional Positiva.

The aim of the current paper is to show the main results obtained by the WANT Research team on the HERO Model (HEalthy & Resilient Organizations) to conceptualize, evaluate and intervene in the development of healthy and positive people, groups and organizations. First, we present the theoretical model, methodology and tools to evaluate HEROs. These tools are collectively administered and applied to different stakeholders in the organization: interviews with CEOs, and questionnaires aimed at employees distributed in natural groups, supervisors and clients. Secondly, we present the main results obtained from the application of the HERO methodology in different socio-economic contexts. The last part of the paper is dedicated to highlighting the different options of positive interventions, as well as recent experiences in the HERO intervention carried out by WANT based on Positive Organizational Psychology.

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 current study tests the relationship between transformational leadership, empathy and excellent team performance, based on the HEalthy & Resilient Organizations (HERO) Model (Salanova, Llorens, Cifre & Martínez, 2012) in positive institutions, the third pillar of positive psychology (Seligman & Csikszentmihalyi, 2000). The study of empathy and its role in companies is important because it is not yet widely known the benefits that can provide to any institution. The study attempt to show a full mediating role of empathy in this relationship. The sample consist on 69 work teams, from 7 Small -and Medium- sized Enterprises (SMEs) including 4 educational institutions and 3 institutions of medical services from Spain. The Interclass Correlation Coefficients (ICC1 and ICC2) and the Average Deviation Index (ADM(J)) supports data aggregation at the team level. The results using SEM, through work teams, supported the hypothesis, that is, the empathy plays a full mediating role between transformational leadership and excellent team performance. Finally, theoretical and practical implications of the results are discussed.

The objective of the current paper is to summarize the main evidence-based practical contributions that the Universitat Jaume I’s WoNT team has carried out on Occupational Health Psychology and Positive Organizational Psychology in crisis settings. Specifically, we show the RED (Resources-Experiences-Demands) methodology that allows us to assess risks and psychosocial damages, as well as positive emotional states. Furthermore, we also propose a heuristic methodology that, focused on Positive Psychology, facilitates the evaluation and intervention of HEROs (HEalthy & Resilient Organizations) as a way to adapt to the occupational and social reality of the crisis.

El objetivo de este trabajo es presentar una síntesis de las principales aportaciones prácticas basadas en la evidencia científica que el equipo WoNT de la Universitat Jaume I ha llevado a cabo en materia de Psicología de la Salud Ocupacional y Psicología Organizacional Positiva en contextos de crisis. En concreto, se presenta la metodología RED (Recursos-Experiencias-Demandas) para la evaluación de riesgos y daños psicosociales, y estados emocionales positivos. Además, se muestra una metodología heurística basada en la Psicología Organizacional Positiva, que apuesta por la evaluación e intervención en Organizaciones Saludables y Resilientes (HEROs) (HEalthy & Resilient Organizations) como una estrategia para ofrecer resultados más cercanos a la realidad laboral y social de la crisis.

El objetivo de esta revisión teórica es sintetizar los hallazgos científicos sobre el liderazgo transformacional y su relación con resultados organizacionales (e.g., clima, desempeño,etc.), así como señalar algunos retos futuros en su estudio. De manera sintética se expone la evidencia que se ha ido desarrollando durante los últimos años de investigación, paralelamente, se presentan diferentes modelos utilizados por los investigadores para poder plantear sus resultados y conclusiones. De la revisión de estos estudios se concluye que el liderazgo transformacional se puede considerar un antecedente de diversos resultados relacionadoscon los trabajadores (e.g., bienestar, satisfacción, etc.) y con la organización (e.g., desempeño,tendencia al abandono, etc.). Al mismo tiempo, es notable una escasez en los estudios sobre las estrategias de entrenamiento para el liderazgo transformacional, así como de las técnicas utilizadas en intervenciones para facilitar el surgimiento de este estilo de liderazgo. Basándose en estas consideraciones, se perfilan direcciones potencialmente fructíferas para la investigación futura.

La teoría del contagio emocional aplicada al trabajo y a las organizaciones plantea que las emociones positivas se comparten con los miembros del equipo, a los que capacita para la convergencia en estados deseables compartidos como el engagement con el trabajo en equipos. El objetivo de este trabajo es analizar en qué sentido la similitud entre los miembros del equipo en cuanto a sexo y antigüedad en la empresa se relaciona con la convergencia en el engagement con el trabajo en equipos. Se esperaba que la similitud en cuanto a género y antigüedad en la empresa se relacionase positivamente con la convergencia en el enga- gement con el trabajo en equipos. Los modelos de regresión multinivel aplicados a 161 equipos de trabajo muestran que la similitud de los miembros en cuanto a género se relaciona positivamente con la convergencia en engagement con el trabajo en equipos mientras que, inesperadamente, la similitud en antigüedad en la empresa se relaciona negativamente con la convergencia en engagement con el trabajo en equipos.

Siguiendo el marco teórico de la psicología ocupacional positiva (POP) se ha adaptado la vía positiva del modelo de recursos-experiencias/emociones demandas (RED) (Salanova, Cifre, Martínez & Llorens, 2007) en una muestra de teletrabajadores. Los resultados de regresiones moderadas evidencian la importancia de los recursos organizacionales (facilitadores, gestión de la distancia) y personales (personalidad, competencia mental) en relación con diferentes experiencias/emociones del teletrabajador (engagement, compromiso organizacional, interferencia y apoyo de la familia al trabajo). Las implicaciones teóricas y aplicadas se discuten al fi nal del trabajo.

El objetivo de este estudio es doble: (1) identificar los principales obstáculos y facilitadores del trabajo en la enseñanza, y (2) examinar la asociación entre diferentes obstáculos y facilitadores y el así llamado "corazón" del burnout (agotamiento, cinismo y despersonalización; Salanova, Bresó y Schaufeli, 2005). La muestra está compuesta en T1 (al comienzo del año académico) por 438 profesores de 34 centros españoles de educación secundaria, y en T2 (al finalizar el año académico) por 274 profesores de 23 centros (41% de pérdida muestral). Análisis factoriales exploratorios de obstáculos y facilitadores en T1 y T2 muestran 2 factores de obstáculos: (1) obstáculos técnicos y (2) obstáculos sociales relacionados con los alumnos y padres; y 3 factores de facilitadores: (1) facilitadores sociales, (2) gestión eficaz del aula, y (3) gestión de la indisciplina. Además, análisis de regresión múltiple jerárquica mostró que: (1) las escalas de burnout en T1 están mediando en todos los casos las relaciones entre obstáculos ¿facilitadores y burnout en T2, (2) el sexo está asociado con agotamiento y cinismo en T2, puntuando más alto las mujeres en estas dos escalas (incluso al introducir agotamiento en T1), (3) la gestión eficaz del aula está negativa y significativamente asociada con agotamiento y cinismo en T2 (pero al introducir agotamiento y cinismo en T1 deja de ser significativa), (4) los obstáculos sociales están positiva y significativamente asociados al cinismo y despersonalización en T2 (pero al introducir cinismo y despersonalización en T1 dejan de ser significativas estas relaciones). Finalmente el estudio analiza las implicaciones prácticas, así como líneas de trabajo futuras en este ámbito.

El objetivo del presente estudio es poner a prueba un modelo causal de las relaciones que se establecen entre obstáculos, falta de eficacia percibida y burnout en un estudio longitudinal con dos momentos de recogida de datos. Según la Teoría Social Cognitiva, el burnout puede producirse como consecuencia de una crisis de eficacia percibida (Bandura, 2001; Cherniss, 1993). Se espera que la percepción de obstáculos en el trabajo (Tiempo 1) genere una falta de eficacia percibida (Tiempo 2), que a su vez producirá burnout (i.e., agotamiento, cinismo y despersonalización) (Tiempo 2). Los resultados de los análisis SEM (Structural Equation Modeling) realizados en una muestra de 274 profesores pertenecientes a 23 centros de educación secundaria confirman que la presencia de obstáculos genera una falta de eficacia percibida, que a su vez genera burnout. De este modo, el burnout se asocia con una crisis de eficacia. Además, relaciones recíprocas muestran que el burnout incrementa la percepción de obstáculos, generándose una espiral negativa. Se discuten las limitaciones y las implicaciones prácticas del estudio.

La investigación previa sobre autoeficacia se ha centrado fundamentalmente en sus consecuencias (ej. estrés y desempeño), existiendo pocos estudios empíricos sobre sus antecedentes, por ejemplo los obstáculos y facilitadores situaciones que influyen en las creencias de eficacia. En el presente estudio se pone a prueba un modelo teórico en el que los principales obstáculos y facilitadores en el ámbito de la educación influyen en la autoeficacia vía bienestar psicológico (burnout y engagement) y la competencia percibida. Se utilizaron dos muestras: una de 872 estudiantes universitarios (67.3% mujeres y 32.7% hombres) y otra de 142 profesores de universidad (51% mujeres y 49% hombres). Los Modelos de Ecuaciones Estructurales presentan fuerte evidencia del rol de mediación tanto de la competencia percibida, y del burnout y del engagement como antecedentes afectivos de la autoeficacia entre obstáculos y facilitadores en ambas muestras. Los resultados muestran que el antecedente positivo de la autoeficacia es el engagement, el cual está relacionado principalmente con la percepción de facilitadores y percepciones de competencia. Por otro lado, la ineficacia es promovida por altos niveles de burnout, que está relacionado principalmente con la percepción de obstáculos. Finalmente, se discuten tanto las implicaciones teóricas como prácticas de estos resultados.

El objetivo del presente trabajo es describir qué es y cómo se produce el proceso de tecnoestrés en el marco mas global del 'Modelo Demandas-Recursos', con especial énfasis en describir los principales resultados de la investigación reciente sobre el rol amortiguador que tienen las creencias de eficacia en todo este proceso. Para ello se revisa en primer lugar el concepto de tecnoestrés ofreciendo una definición comprehensiva del constructo. En segundo lugar, se contextualiza el tecnoestrés en el marco más global de los Modelos Demandas- Recursos, apuntando los principales hallazgos en la investigación sobre las características del trabajo con Tecnologías de la Información y Comunicación (TIC). El artículo finaliza revisando la investigación reciente sobre la autoeficacia como un recurso 'amortiguador' del proceso de tecnoestrés.

El objetivo del presente trabajo es el estudio de la relación de diferentes características sociodemográficas (nivel educativo, estado civil, maternidad), laborales (características del puesto) y de innovación tecnológica (tiempo de uso de la tecnología en caso de emplear dicha tecnología en su puesto de trabajo) sobre la salud mental de una muestra de mujeres trabajadoras, así como su comparación con una muestra de hombres. Además, se analiza el poder predictivo de ciertas características del puesto (conflicto familia-trabajo, conflicto de rol, ambigüedad de rol, apoyo social y autonomía en el trabajo) sobre la salud mental (satisfacción laboral y bienestar psicológico) de las dos submuestras (mujeres y hombres). El estudio se ha realizado a partir de una muestra de 248 empleados/as del sector cerámico de la provincia de Castellón. Los resultados no muestran diferencias significativas en la salud mental de hombres y mujeres, aunque sí en las características del puesto que explican dicha salud mental. Una explicación exhaustiva de los resultados en relación con la literatura, así como una descripción sobre la tendencia futura de estos tipos de estudios son realizadas en un último apartado.